Head of Inclusion - Leading Teacher Range 3
Department of Education Victoria – Doncaster VIC
14d ago , from Department of Education & Training Victoria
East Doncaster Secondary College, situated in the eastern suburbs of Melbourne, is a large, co-educational school with a focus on high academic achievement, excellence in teaching and learning and student connectedness and wellbeing.
The College has an enrolment of approximately **** students and 223 teaching and education support staff.
As a College, we strive to develop passionate lifelong learners who are creative and critical thinkers with the confidence and resilience to thrive in the global community. We want students to experience a sense of achievement and growth in their academic, personal, social and emotional development. The College values of curiosity, excellence, fairness, respect, resilience, teamwork and care and compassion reflect these desired outcomes.
We have high expectations that our students will commit to being supportive of each other as they strive for success as learners. Our catch phrase for learning is Creating a Culture of Curiosity. We strive to ensure that there is a focus on learning improvement for every student.As a result, our student achievement data is excellent across a range of data sets and year levels.
Diversity adds to the richness and quality of the students educational experience at East Doncaster Secondary College. We are proudly multicultural across more than 50 nationalities, with a solid and established International Student Program.
The College offers an array of alternative pathway options to enable greater flexibility in our ability to cater for individual needs. Students have access to external VET provision and a high quality Vocational Major VCE pathway.
At East Doncaster Secondary College, we are committed to child safety. We strive to ensure that our students are safe, happy and empowered.Through a holistic approach to wellbeing, the College offer an extensive overlay program, Positive Futures, as a means of visibly addressing the social and emotional needs of our students in a multi-dimensional and integrated approach.
As a high performing school, East Doncaster Secondary College prides itself on the creation of a learning environment where student academic, sporting, music and achievements in the arts are recognised and celebrated. Underlying the focus on excellence is the recognition that such outcomes can best be achieved in an environment where students are happy, healthy and connected.
Copies of the School Strategic Plan, Annual Implementation Plan and School Policies can be accessedvia the school websitewww.eastdonsc.vic.edu.au
For information regarding East Doncaster Secondary College Child Safety Standards and practices, including Code of Conduct please go tohttps:///
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.
Role
Leading Teacher ¿ Head of Inclusion
The role of the Leading Teacher for Inclusion is an integral component of the Wellbeing and Engagement support team.



The Inclusion Leading Teacher is anadvocate and champion for students with disability and additional needs.The central function of the role is to ensure that the social and educational services of the school are available to students with impairments and disabilities. The Leading teacher for Inclusion works closely with the Wellbeing Team and members of the Curriculum Leadership team to ensure DI students and those who require access to educational intervention programs are supported. The role includes the development of proactive programs and supports to enhance the school experience for students with impairments or disabilities (both funded and non-funded) The Leading teacher for Inclusion is accountable to the Assistant Principal responsible for Student Wellbeing and Engagement.
Professional Practice
Leading teachers are responsible for the implementation of one or more priorities contained in the school strategic plan. Typically, leading teachers coordinate a large number of staff to achieve improvements in teaching and learning to directly impact on student well-being, connectedness and achievement. By managing a PDP team, a leading teacher has a direct impact and influence on the achievement of the school goals and the professional development of teachers.
Leading teachers will be expected to model a strong commitment to personal leadership growth and contribute
to policy development relating to teaching and learning in the school.
Leading teachers willactively contribute to events in the Accountability Cycle by leading discussions, recording and providing information required for the School Council Annual Report, Annual Implementation Plan,
Self-Evaluation, Review and Strategic Plan.
Head of Inclusion Leading Teacher will:
Model outstanding classroom teaching practice and undertake leadership and management roles commensurate with their salary range.
Be an advocate and driver of the East Doncaster Secondary College improvement strategies as outlined in College policy documents of practice in the Teaching and Learning, Staff Operations and Student Wellbeing Handbooks
Lead a Professional Development Team
Meet regularly with the Curriculum Leadership Team to plan Teacher Professional Development.
Collaborate with Learning Specialist (Disability Inclusion) to guide teacher pedagogy
Actively promote the embedding of the College Instructional Model in teacher practice.
Actively promote the use of Compass to ensure the visibility of learning
Support staff members to improve their teaching practice via observation of teaching and active discussion.
Facilitate communication to staff about effective teaching pedagogy and the College improvement foci.
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.
Responsibilities
The Key roles of the Leading Teacher for Inclusion will include but are not limited to:
Promoting inclusion across the College with support from the Wellbeing team and the Assistant Principal.
Facilitating the College¿s implementation of the Disability Inclusion reforms in accordance with DE requirements and the 3-tiered funding model.
Working with school staff to implement educational adjustments and targeted support for students with identified disabilities or additional needs, by providing advice and guidance on relevant differentiated learning strategies.
Promoting a culture of high expectations and aspirations for the learning of students with a disability or additional needs.
Leading and overseeing all learning support teams
Overseeing all literacy and numeracy intervention programs, including scheduling and staff
Playing a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools.
Collaborating with the Wellbeing and Sub-schools¿ team, as well as the Assistant Principal Wellbeing and Engagement to manage and oversee Disability Inclusion Profile (DIP) processes, including identification of eligible students, including newly enrolled students through the year, and preparation of applications to secure optimal levels of funding and support.
Collaborating with the Leading Teacher for Data and Student Learning Performance to identify at-risk students, including higher ability students,



to provide the necessary interventions.
Overseeing, with the learning support team, the transition of current PSD-funded students to a Disability Inclusion Profile (DIP), including documentation and submission of DIP applications using DE's Student Online Case System (SOCS).
Having oversight of Individual Education Plans(IEPs) across the school and ensure the school meets obligations for students who are required to have an IEP, including Koorie and out-of-home care students.
Liaising with external stakeholders (e.g. SSS, NDIS) to help provide holistic educational programs and supports for students with a disability.
Ensuring the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting
Supporting school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
Attending Sub-school and Wellbeing team meetings and provide advice to school leadership on students with identified disabilities.
Ensuring Disability Inclusion profile meetings are booked for all students who require profile meetings.
Supporting the completion of the annual submission of NCCD data by supporting teachers in the collection of data and evidence and co-facilitating moderation meetings to ensure the college meets the requirements for the NCCD.
Participating in professional networks pertaining to communities of practice related to inclusive practice
Liaising with the Business Manager to ensure DI funding is received and acquitted as per DE guidelines.
Being adaptable within the role to adapt to changes in the Annual Implementation Plan from year to year.
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 (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) ******
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
This is a Leading Teacher Range 3 position with a 3-year tenure.
We ask applicants to please provide the details of three current professional referees including their name, title, organisation, email, and mobile number, including a principal.
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
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 atRecruitment in Schools.
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📌 Head Of Inclusion - Leading Teacher Range 3 (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne