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 commitment and capacity to successfully lead

- Disability and Inclusion including the facilitation of DIPs and supporting teachers to make reasonable adjustments.

- Mental Health in Schools- support and coach, provide PL for the consistent implementation of SWPBs and PCMS.

Role

Leading Whole School Inclusion and Mental Health Practices

- Advocate and champion for students with disability and additional needs and work with school staff to implement strategies that support their education.
- Have oversight of Individual Education Plans (IEPs) and Positive Behaviour Support Plans (PBSP) across the school and ensure the school meets its obligations for students who are required to have an IEP and PBSP.
- Collaborate with services working in the school to deliver adjustments to students.
- Act as a source of advice for staff regarding differentiated teaching strategies appropriate for individual students with disability and additional needs.
- Regularly liaise with student support teams, including Student Wellbeing, and teachers regarding relevant interventions required for identified students.
- Liaise with the school¿s Student Support Services key contact as required.
- Promote the implementation of all elements of Disability Inclusion across the school.
- Prepare and co-ordinate the collation of supporting information for Disability Inclusion Profile meetings and funding applications.
- Provide support to Education Support staff working within the school-wide Disability program, including regular team meetings and planning.
- Work with the school leadership team to ensure the Disability Inclusion program is aligned with school and Department policy and guidelines and maintain confidential and sensitive data on each student.
- Lead a whole-school approach to mental health, coordinating support for students, staff, and families, and building staff capacity to identify and respond to mental health concerns in the classroom. Lead the promotion of mental health and provide targeted support through programs, and evidence-based resources.
- Lead the creation of a positive, inclusive, and supportive school climate
- Building staff capacity to identify and respond to mental health concerns

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.

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 versatile 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 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:

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





Leading Teacher Tenure to expire on 26/01/2030.

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.

Location Profile

Mandama Primary School is located in Grovedale (southern suburban area of Geelong) in an established residential area which has an enrolment of 336 students. The SFO Index is 0.41 and the SFOE Index at 0.36. Within our cohort we have 20 Aboriginal and Torres Strait Islander students. The school has 15 classes with 2 classes at Prep level, 2 at year 1, 2 at year 2, 2 at year 3, 2 at year 4, and 3 at year 5 and 2 classes completing our grade 6. The school has 35 EFT staff, comprising of the Principal, Assistant Principal, 1 Learning Specialist, 15 classroom teachers, 5 specialist teachers - Visual Arts, Performing Arts/Music, Italian, Physical Education and Digital Technologies. The ESSS comprises of 14 classroom support staff, 1 Library staff member, and 2 full time equivalent administration staff. Mandama families also benefit from the care provided by the Student Welfare Officer including strong partnerships with EMU, Drummond St., CASEA and others. The school has Technical Support Staff, an Out of School Hours Coordinator, and a Maintenance/Gardener.

The staff work hard to provide a teaching pedagogy reflective of 21st century designs including ICT rich environments and personalised learning for every student. Our curriculum is delivered in a positive, stimulating and challenging setting where every child experiences success and is supported to develop a love of life-long learning, following the Mandama Motto of `Learning for Life¿. We operate a 1:1 ipad program to support and extend student learning opportunities through years 3-6, and school based devices for our P-2 students.

The students explore their world through inquiry based learning to become thinking, informed, resilient and self-directed learners who can contribute actively to their community. The effective teaching of English and Mathematics is recognised as the foundation to successful learning and is a key aspect of teaching throughout the day. The establishment of our Food forest, Camping program, Swimming and Student Leadership teams enable students to hone their life skills and knowledge.

We have introduced a "Learning for Life" weekly program which incorporates the School Values with the SWPBS and Resilience, Rights, and Respectful Relationships programs as a way of developing social and emotional skills in our students. The provision of lunchtime activities in PE and the Arts, lunchtime library activities, and the Passive Play room also caters for students in non-classroom times.

Mandama Primary School has a supportive School Council and willingly embraces parent/carer helpers volunteering to assist with classroom learning support programs, sports programs and other school events.

📌 Leading Teacher Wellbeing and Disability Inclusion (Victoria)
🏢 Government schools
📍 Victoria