Leading Teacher - Building Practice Excellence in Wellbeing and Inclusion

Department of Education Victoria – Kangaroo Flat VIC

1d ago , from Department of Education & Training Victoria

This vacancy is for aongoing tenured position.

Located at the southern gateway of Bendigo, Kangaroo Flat Primary School serves 300 students and is positioned directly opposite our local community 7-10 Secondary College.

The school is committed to fostering a learning environment where each student is recognised as an individual with unique abilities.

Our mission is to provide tailored educational experiences that support the lifelong learning of all students.

Core Values and Learning Community

Our school is guided by three key values: Teamwork , Responsibility , and Respect with the overarching value of Being Your Best .

These values underpin our commitment to building a strong, inclusive learning community. The school is organised into Learning Neighbourhoods, where a collaborative ethos among staff enhances opportunities for all students to thrive.

Teaching and Professional Development

At Kangaroo Flat Primary, we maintain an explicit commitment to whole-school planning, team-based coaching, and peer observation.

Our teaching practices focus on differentiated learning experiences to meet the diverse needs of every student. We prioritise best practices in teaching and learning, and professional development is embedded into our school culture.

Staff members participate in ongoing professional learning, ensuring that their skills and knowledge are continually strengthened to benefit students.

Focus on Literacy and Numeracy

Improving literacy and numeracy outcomes remains a core focus for our school. We track student progress through data, collaborate on weekly planning sessions, and use a PLC improvement model to address challenges in teaching practice.

Strategic professional development supports this effort, driving school-wide improvement and enhancing student achievement.

Kangaroo Flat Primary offers a comprehensive and engaging curriculum, including Science, Technology, Art, Music and PE. Our goal is to provide students with the skills, knowledge, and critical thinking abilities needed to solve problems, use technology, and engage in creative and critical thinking.

Wellbeing and Support

The wellbeing of our students is a top priority. Our Wellbeing Hub, including a refocus room, fosters a supportive and caring environment where staff, students, and parents work together to help all students achieve their personal best.

A restorative philosophy supports the development of social skills and school harmony, and we use evidence-based frameworks such as SWPBS (School-Wide Positive Behaviour Support) to ensure a safe, inclusive school climate.

Our Wellbeing Team, which includes a Mental Health & Wellbeing Leader and a Chaplain provides both proactive and early intervention support for students and families.

Supporting Mental Health and Development

As a lead school in the Resilience, Rights, Respectful Relationships (RRRR) curriculum, we play a key role in supporting ten partner schools. Additionally, our small group learning program has yielded significant improvements in student outcomes. We also offer a comprehensive speech therapy program, managed by our in-house speech pathologist and supported by allied health professionals, such as Art Therapists and Occupational Therapists.

Diverse School Community and Specialised Facilities

Kangaroo Flat Primary is characterized by a high School Family Occupation Education (SFOE) index, with 8% of students funded under the Disability Inclusion Profile and 15% of families from non-English-speaking backgrounds.

Home‑School Partnership

We place great value on our partnership with families and believe in enrolling families, not just students. Open, honest, and respectful communication is essential for fostering a thriving school community. This approach promotes a cooperative spirit and ensures that both home and school work together to support student success.

Pride in Our School

We are incredibly proud of our school and the sense of community that defines us. Together, everyone at Kangaroo Flat Primary School achieves more.

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.
- SC6 Demonstrated expertise in Disability Inclusion and inclusive education, including leading Disability Inclusion Profile (DIP) processes, supporting teachers to develop reasonable adjustments and Individual Education Plans (IEPs), coordinating Student Support Groups (SSGs), and building staff capability to implement inclusive practices that maximise student engagement, participation and achievement.

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.

Role

The Leading Teacher – Student Wellbeing and Inclusive Education is responsible for leading excellence in student wellbeing, inclusive education and disability inclusion across the school. This role focuses on strengthening inclusive teaching practices, improving teacher capability, coordinating evidence-based supports and interventions for students with additional needs, and ensuring all students can access, participate in and succeed in learning. The role also oversees Disability Inclusion processes and coordinates partnerships with families, allied health professionals and external agencies to provide integrated support for students. Working collaboratively with the Leadership Team, the Leading Teacher drives the school's wellbeing and inclusive education priorities outlined in the School Strategic Plan (SSP) and Annual Implementation Plan (AIP), while building staff capability through coaching, professional learning and collaborative practice.

The successful applicant will be a classroom teacher and will receive a time allowance to fulfil the role and responsibilities.

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);
- 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.

Strategic Leadership

- Ensure the school complies with the rights of students under the Disability Discrimination Act 1992.
- Work collaboratively with the Leadership Team and broader staff to align wellbeing and inclusion initiatives with the Annual Implementation Plan (AIP) and School Strategic Plan (SSP).
- Lead the implementation and consistent use of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), Positive Classroom Management Strategies (PCMS), and the Resilience, Rights and Respectful Relationships (RRRR) program.
- Audit and evaluate inclusive practices and wellbeing initiatives across the school to identify opportunities for improvement.
- Develop and implement strategies that improve achievement, participation and wellbeing outcomes for students with additional needs.
- Support the implementation of Department of Education wellbeing and inclusion policies and procedures.
- Lead and coordinate the documentation, review and storage of agreed wellbeing and inclusion practices.
- Promote a culture of collaboration, feedback and continuous improvement.
- Support the implementation of Department of Education wellbeing and inclusion policies.
- Audit and refine wellbeing and inclusion curriculum documentation to ensure consistency, alignment and full implementation.

Professional Learning and Coaching

- Deliver professional learning aligned with evidence-based inclusive practice, student wellbeing and disability inclusion.
- Conduct coaching cycles focused on improving classroom practice and strengthening teacher capability.
- Observe classroom practice and provide timely, constructive feedback to teachers.
- Organise peer observations and model effective inclusive teaching practices.
- Build the capacity of teachers and teams to implement effective classroom instruction, adjustments and differentiation.

Data-Driven Improvement

- Audit and track wellbeing and inclusion data across the school.
- Analyse whole‑school and cohort data to identify trends and inform future actions.
- Support teachers to use data to guide planning, differentiation, adjustments and intervention.
- Capture student and staff voice to evaluate programs and inform continuous improvement.
- Work collaboratively with the Principal, Assistant Principal and Department of Education Student Support Services staff to ensure Disability Inclusion assessments are conducted thoroughly and in a timely manner.
- Coordinate and prepare evidence for Disability Inclusion Profile meetings, including Individual Education Plans (IEPs), allied health reports and relevant supporting documentation.




- Manage Disability Inclusion Profiles and coordinate case management for students with Disability Inclusion funding.
- Coordinate Disability Inclusion Profile reappraisals and reviews.
- Organise and facilitate Disability Inclusion Profile meetings with relevant stakeholders, including families, teachers, external specialists, DI Facilitators, school leaders and students where appropriate.
- Build positive relationships and partnerships with families, community organisations, Student Support Services and external agencies.
- Coordinate supports that improve the achievement, participation and wellbeing outcomes of students with additional needs.
- Oversee the delivery of skilled support services, including Speech Therapy, Occupational Therapy, Art Therapy and NDIS Allied Health services.
- Support families to access appropriate external services, including paediatricians and specialist providers.
- Ensure students living in Out of Home Care (OoHC) have appropriate supports in place, including mentoring and referral for Educational Needs Assessments (ENAs).
- Complete Department of Education reporting requirements for students in OoHC each semester.
- Oversee the implementation and quality assurance of Goal‑Based Individual Education Plans (IEPs) and reports.
- Coordinate the development, review and monitoring of IEPs for students requiring additional support.
- Maintain an SSG‑IEP tracking system to ensure all required student plans are completed, reviewed and quality checked each term.
- Ensure regular Student Support Group (SSG) meetings are conducted in accordance with Department of Education policy.
- Support staff to develop student plans, including Behaviour Support Plans, Safety Plans and Escalation Cycle Plans.

Program and Resource Management

- Oversee the storage and allocation of wellbeing and inclusion resources.
- Purchase resources and services in accordance with the Department of Education policies and procedures.
- Maintain wellbeing and inclusion resources in an organised and accessible manner.

Leadership Responsibilities

- Be an active member of the KFPS Leadership Team.
- Be an active member of the Wellbeing Team and chair Wellbeing Team meetings.
- Attend Intervention Team meetings as required.
- Support the coordination of wellbeing events and initiatives across the school.
- Maintain a tidy and organised workspace.
- Undertake any other duties as directed by the Principal.

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 secure, 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 (seeWorkplace 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*******@education.vic.gov.au

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

School tours will be held on Tuesday 11th August 2026 @ 4:00pm.

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

Qualification Requirements

- 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 2024, 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';
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 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 atRecruitment in Schools.

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📌 Leading Teacher - Building Practice Excellence in Wellbeing and Inclusion (Bendigo)
🏢 Department of Education Victoria
📍 Bendigo