Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Western suburbs

Reference: 1544812

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 Proven capacity and expertise in leading inclusive practices, providing high-level strategic support and building the capability of others to improve outcomes for students with diverse learning and support needs.

Role

Dohertys Creek P¿9 College is committed to operating as one connected College in which every student learns, is supported and belongs. Guided by our commitment to high expectations and high support, the Inclusive Practices Leader will strengthen consistent, evidence-informed and inclusive practice across the P¿9 continuum. Working under the direction of the Director of Inclusion and Wellbeing, the Inclusive Practices Leader will help deliver the College Strategic Plan and the Inclusion and Wellbeing priority: Every student is supported. The role will lead the development of high-quality Tier 1 and Tier 2 practices within the College¿s multi-tiered system of support (MTSS), ensuring that differentiated learning and reasonable adjustments are embedded in curriculum, instruction, assessment and classroom routines.

The Inclusive Practices Leader will work across the College to build the capability of teachers, education support staff and inclusion leaders. Through coaching, modelling, observation, feedback and professional learning, the role will support staff to identify and remove barriers to learning, participation and engagement and to evaluate the impact of adjustments and interventions.

The role will also provide leadership for complex inclusion matters and key transitions, working with College leaders, multidisciplinary teams, families and external professionals to ensure coordinated and responsive support.

Responsibilities

College-wide inclusive practice

- Support the Director of Inclusion and Wellbeing to develop, implement and evaluate the College¿s P¿9 Inclusion Model.
- Lead consistent Tier 1 and Tier 2 inclusive practices within the College¿s MTSS approach.
- Embed inclusive practice and differentiated learning within the College Teaching and Learning Model.
- Develop clear processes, resources and guidance that support consistent practice across the College.
- Promote high expectations, student voice, independence, access and participation for students with disability and additional learning needs.

Capability building and instructional leadership

- Coach and support teachers, education support staff, Inclusion Leaders and Disability Inclusion Profile Leaders.
- Use classroom observation, modelling and feedback to strengthen inclusive curriculum planning, instruction, assessment and learning environments.
- Design and deliver targeted professional learning in response to identified student, staff and College needs.
- Build staff capability to identify barriers, implement reasonable adjustments and use evidence-based strategies.
- Work with Domain, Year Level, Engagement and Wellbeing leaders to align inclusive practice across the College.

Student support and complex inclusion

- Provide leadership for complex inclusion matters,



as directed by the Director of Inclusion and Wellbeing.
- Bring together relevant staff, allied health professionals, families and external agencies to develop coordinated responses for students requiring targeted or intensive support.
- Support the development, implementation and review of Individual Education Plans, Behaviour Support Plans, Safety Plans and other relevant plans.
- Guide staff to select, implement and review adjustments and interventions that improve learning, wellbeing, engagement and participation.
- Identify emerging patterns in complex cases and advise College leadership on systemic responses.

Data, intervention and improvement

- Analyse learning, engagement, wellbeing and inclusion data to identify trends, barriers and priorities for improvement.
- Support staff to identify student needs, plan interventions, monitor progress and adjust practice.
- Evaluate the effectiveness of Tier 1 and Tier 2 strategies and contribute to the continuous improvement of the College Inclusion Model.
- Monitor progress against relevant College Strategic Plan and Annual Implementation Plan goals and provide concise updates to College leadership.
- Maintain current knowledge of Disability Inclusion, Department policy and evidence-informed inclusive practice.

Transition and collaboration

- Strengthen inclusive transition processes across the P¿9 continuum, with particular responsibility for students entering Year 7.
- Build the capability of Disability Inclusion Profile Leaders to develop timely, evidence-based transition and support plans.
- Ensure relevant information, adjustments and supports are communicated and implemented early.
- Foster effective partnerships with students, families, College teams, allied health professionals, feeder schools and external agencies.
- Contribute actively to relevant leadership, school improvement and multidisciplinary meetings.

Additional Responsibilities The Inclusive Practices Leader will:

- maintain confidentiality and professional standards;
- support College policies, priorities and improvement initiatives;
- contribute to the safe, effective and inclusive operation of the College; and
- undertake 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 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 Safe Standards

Victorian government schools are child protected 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

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

Dohertys Creek P-9 College is a dynamic and innovative school with a wonderfully diverse school community. Our school is built on a foundation of inclusivity and strong relationships. Our pedagogy is inquiry based and we work hard to ensure that all children are safe, cared for and taught at their point of need. Our college is committed to developing strong partnerships with the community and is complemented by our active onsite Community Hub. Our motto is Balit Yirramboi meaning ¿Strong Tomorrow¿. We firmly believe it takes a village to raise a child. Our school is built on Bunurong land and is located at 60 Elmhurst Rd, Truganina. At DCC we acknowledge the Bunurong people and how they have cared for the land we learn and play on. We respect their commitment to community and strive to build this commitment within our school. We acknowledge that sovereignty was never ceded and that it is and always will be Aboriginal land.

Built in 2019, we have a beautiful school environment with Wirrigirri, our Administration/Library building as our centre, Djirri Djirri, our purpose building gymnasium, Bulen Bulen, our performing arts space and fantastic classroom spaces in Waa, Wadjil, Marram and Barraimal. Our playground spaces have been designed with input from the students; we have a fruit orchard in its infancy and a beautiful piano which can be heard being played during break times.

We have a strong social and emotional curriculum which supports our inclusive and relationship-based philosophy. We also teach Mandarin, Physical Education, Visual Art and Performing Arts. There is support and coaching for teachers at all levels of experience from PTT, graduates to highly experienced teachers as we are always looking to improve. Collaboration is a cornerstone of our practice.

Vision

Our vision is to inspire and empower thinkers. We will create authentic relationships to enable successful living and wellbeing. We will become a recognized centre of educational excellence and inclusion.

Mission:

Dohertys Creek P-9 College promotes and values academic excellence. We will provide a balanced and high-quality personalised curriculum with a strong focus on student wellbeing. We will deliver a stimulating, nurturing environment and challenge all students to attain their highest potential both academically, socially, creatively and physically.

Values

We are a school culture and community of people who are inspiring, accepting and nonjudgmental.

Our values are Respect, Kindness, Learning, Teamwork and Integrity.

Important information to all applicants:

- Applications should be submitted as PDF with your cover letter / CV and KSC responses contained in the one document.
- Please ensure you include the details of 3 referees within your application.

Applications close Saturday 10 October 2026 at 11.59pm

Posted

17 September 2026

📌 Leading Teacher: Inclusive Practices Leader (Melbourne)
🏢 Victorian Government
📍 Melbourne