Location Profile
Karwan Primary School is the perfect place to lead innovation, shape direction and take the next step in your leadership career. With an ongoing Leading Teacher (Leading Disability Inclusion at Karwan Primary School) position available, this is a unique opportunity to make a lasting impact on a rapidly growing, diverse and dynamic school community.
Karwan Primary School is conveniently situated at 455 Bethany Road, Tarneit. Getting here is a breeze: it's a ***** minute drive against traffic from the inner west of Melbourne, just 40 minutes via freeway from Geelong, a smooth 35-minute drive from the northern suburbs, and a quick maximum 15-minute drive from Altona, Point Cook, Truganina, Tarneit, Eynesbury, or Lara. Accessible and well-connected, making your way to Karwan Primary School is a stress-free journey!
Established in Term 1, ****, this purpose-built government school provides high-quality education to a diverse and expanding community in Melbourne¿s rapidly growing outer west. The school currently has an enrolment of **** students, with continued growth projected over the coming terms and years.
At Karwan Primary School, you¿ll join a community where exceptional staff, engaged students and supportive families come together to create an outstanding and inclusive learning environment. Our teachers, leaders, allied health professionals and support staff are highly skilled, passionate and dedicated, going above and beyond every day to ensure the best outcomes for every student. We are truly fortunate to have such wonderful staff.
Our students come from a wide range of cultural and linguistic backgrounds. They are well behaved, respectful and eager to learn, creating a positive and productive classroom atmosphere that makes teaching highly rewarding. Equally, our families work closely with staff, strengthening collaboration and community connections. Together, the commitment and capability of our staff, the engagement of our students and the support of our families make Karwan Primary School a truly inspiring place to teach and lead.
Karwan Primary School operates with a distributed leadership model designed to maximise impact across all areas of the school. The revised structure includes a Principal, an Assistant Principal-3, three Assistant Principal-1 roles (P-2, Years 3-6, Inclusion), eight Leading Teachers with clearly defined portfolios across curriculum, wellbeing and inclusion and Professional Learning Team (PLT) Leaders providing targeted team support.
All leadership roles include coaching and mentoring responsibilities, ensuring staff development and continuous improvement across the school. Principal class roles are set to commence at the start of Term 3, Leading Teacher positions at the start of Term 4, and PLT Leaders will be appointed in preparation for the **** school year.
This role is a middle leader role and will be an active member of the School Improvement Team (SIT) focused on leading and strengthening whole-school inclusive education practices, with a robust emphasis on disability inclusion, differentiation and equitable access to learning. Working closely with the Leadership Team, this role provides high-level inclusion leadership across the school, ensuring consistency, high expectations and strong outcomes for all students requiring additional support. Key responsibilities include:
Maintaining a strong visible presence across the school.
Contributing to subject specific goals, key improvement strategies (KIS), actions and tasks aligned to the School Strategic Plan (SSP) and Annual Implementation Plan (AIP).
Supporting the implementation of inclusive education practices across the school in line with Disability Inclusion reform.
Building staff (teachers and Education Support personnel) capability in inclusive practices through coaching, modelling and targeted professional learning.
Coordinating processes related to Individual Education Plans (IEPs), Student Support Groups (SSGs) and reasonable adjustments.
Supporting teachers to differentiate learning and implement inclusive instructional strategies for diverse learners.
Monitoring student data (learning, engagement, attendance and behaviour) for students requiring additional support, including Program for Students with Disabilities (PSD) and Disability Inclusion Profile (DIP) cohorts.
Working collaboratively with leadership and allied health professionals to support coordinated student-centred planning.
Supporting staff capability through coaching and professional learning in inclusive, neurodiversity-affirming and trauma-informed practice.
Strengthening partnerships with families and external agencies to support continuity of support and shared understanding of student needs.
Working collaboratively with other Assistant Principals and Leading Teachers to ensure consistency across the school.
Undertaking additional leadership responsibilities as delegated by the Principal.
All members of the School Improvement Team (SIT) take a hands‐on approach, actively engaging with the school community, visible in classrooms,



on yard duty and interacting with students. With an open‐door policy, they warmly welcome staff seeking support or conversation and students eager to share their work, fostering a collaborative environment where every teacher's voice is valued.
Karwan Primary School boasts state‐of‐the‐art facilities, including individual classrooms, common spaces, a gymnasium, science labs, visual and performing arts spaces, well designed outdoor learning environments and expansive, manicured grounds. These facilities support a modern, evidence‐informed approach to teaching and learning.
We are committed to fostering a healthy work‐life balance for all staff. With school hours from 8:40am to 2:50pm, staff typically finish by 3:10pm or 4:10pm on scheduled meeting days, allowing time for personal and family commitments. As with all leadership roles, flexibility and extended hours are expected, to meet the needs of the school.
Potential applicants are highly encouraged to view our School Strategic Plan (SSP) and Annual Implementation Plan (AIP) found on our website.
Selection Criteria
SC1
Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2
Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3
Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole‐school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4
Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5
Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole‐school practice and contribute to the provision of whole‐school professional learning.
Role
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Responsibilities
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
Leading and managing the implementation of whole‐school improvement initiatives related to the school strategic plan and school priorities
Leading and managing the implementation of whole‐school improvement strategies related to curriculum planning and delivery;
Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
Leading and managing staff performance and development (review of staff);
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Teaching demonstration lessons;
Leading and managing the development of the school's assessment and reporting policies and practices;




Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
Responsibility for general discipline matters beyond the management of classroom teachers;
Contributing to the overall leadership and management of the school;
Contributing to the development of proposals for school council consideration;
Developing and managing the school code of conduct.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via ******
Applicants seeking part‐time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case‐by‐case basis and will be subject to the operational requirements of the school.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

Other Information
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre‐employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Conditions of Employment
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre‐employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Program Benefits
No job description available
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
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📌 Leading Disability Inclusion At Karwan Primary School (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne