Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Western suburbs

Reference: 1543793

Location Profile

College Profile St Albans Secondary College¿s vision, values and guiding principles combine to create a safe, supportive and structured setting where every student is supported and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.

We are proud of our school community's achievements: our results in almost all areas are significantly higher than the average for the State, and for similar schools.

St Albans Secondary

College has regularly been recognised as a high performing school. In studies undertaken by the Department of Education and the University of Melbourne we were well above state benchmarks in all measures. These outcomes, together with excellent attendance rates, continued growth in students' literacy and numeracy skills, and significant improvement in students' sense of connectedness and safety, are a testament to the combined efforts of staff, families and students.

Our commitment to foster the academic and personal development of each student, to provide a high-quality education, and to guarantee a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture.

The SEAL (Select Entry Accelerated Learning) program is offered to challenge and motivate gifted and talented students from Year 7 right through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs including the Kwong Lee Dow Scholars¿ program, and they consistently gain entry into top level tertiary courses.

A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment is an essential aspect of the College's culture, as is our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular program. Activities include a comprehensive instrumental music program, drama and music production, public speaking and debating, writers' workshops, a camps program, sports teams and carnivals, a House system, and a range of student clubs.

Our vision for wellbeing is to support all members of our school community to develop a resilient mindset by striving to ensure that everyone feels Connected, Protected and Respected. The development of a comprehensive allied health team approach to student wellbeing, recent work on resilient mindsets, and further strengthening student wellbeing programs have been important in fostering engagement, positive behaviour, and respectful relationships.

Creating a strong community is an important part of the College's strength. We actively seek the contributions and participation of families, as well as business and university partners, and our vibrant and growing Alumni program to create the best possible surroundings for our students to learn and grow. Our students benefit from a range of high-quality opportunities to engage with business and community partners through mentoring and leadership programs, and the Alumni program.

Our staff are deeply committed to fostering the learning and wellbeing of each student. Parent satisfaction with the school is well above the state average, and reflects the confidence parents and families have in the work we do together.

St Albans Secondary College is a community where staff and parents work together with, and for the benefit of, students. Staff are deeply committed to the academic progress, and personal development and wellbeing of each student.

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

The Leading Teacher ¿ Inclusive Education is responsible for the leadership of the Disability and Inclusive Education at the College. The Leading Techer ¿ Inclusive Education works under the supervision of an Assistant Principal to provide expert guidance and advice to the principal team and school improvement teams relating to disability and inclusion. The Leading Teacher ¿ Inclusive Education will assume overall leadership of the Inclusion Team. The role works in partnership with the Inclusion Team, Sub School Staff, the Wellbeing team and Teaching and Learning Team to support students with disabilities and additional needs to achieve high-quality outcomes at the College. The Leading Teacher ¿ Inclusive Education will promote a culture of high expectations for students, staff and parents, and support this by leading the implementation of school and DE policies, including the Framework for Improving Student Outcomes.

Responsibilities

Leadership of College Inclusion program

- Lead the Inclusion Team at St Albans Secondary College
- Promote the implementation of all elements of Disability Inclusion at St Albans Secondary College using a culturally safe, strengths-based framework that aligns with values and pedagogical framework of St Albans Secondary College
- Organise profile meetings for all students requiring disability and inclusion support in partnership with relevant stakeholders
- Advocate for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students.
- Support students with disability and additional needs to make a smooth transition into the College.
- Prioritise resources and time to identify and consider the needs of students with disability and additional needs.
- Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs

Professional Development and coaching

- Observe students in class and provide advice and support to class team (teacher, wellbeing worker and integration aide) regarding adjustments required for students with disability and additional needs.
- Provide whole school training to St Albans Secondary College staff regarding D&I; process.
- Build capacity of St Albans Secondary College staff to meet the educational needs of students with disability and additional needs.

Partnerships

- Build strong relationships with St Albans Secondary College families and staff to ensure best support for students.
- Work collaboratively with the St Albans Secondary College Inclusion team, Wellbeing staff, Sub School Teams, Teaching and Learning Leaders, teachers, and Education Support staff, to ensure supports and adjustments are implemented to support students.
- Network and collaborate with allied health services working in and out of the school to deliver adjustments to students.
- Liaise and collaborate with the school¿s regional supports and Student Support Services key contact.

Coordination of Student Support Groups (SSG) and development of IEPs

- Provide oversight of individual education plans (IEPs) across the school

Ensure each student with disability and additional needs has a quality IEP in line with the Department Quality Checklist Rubric
- Ensure students have a voice and agency in the SSG process.
- Ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting.
- Review school processes for student support groups, personalised goal setting and IEPs
- Build staff capacity to understand, develop and implement IEPs.
- Support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings.

School Wide Positive Behaviour Support (SWPBS)

- Be a member of the SWPBS Team, and support the leader of this team.
- Provide skilled learning to staff on SWPBS as appropriate
- Support the development of school processes and policies to embed SWPBS at the College.

Teaching and program delivery

- Assume a teaching load of two classes and model best practice in disability inclusion to staff.
- Develop targeted programs to support students with disabilities to thrive in the College environment.

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 [email protected]

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 Secure 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 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'; and
- 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 at Recruitment in Schools. Applications close Sunday 4 October 2026 at 11.59pm

Posted

15 September 2026

📌 Leading Teacher - Disability Inclusion (Melbourne)
🏢 Victorian Government
📍 Melbourne