Leading Teacher Range 3 - Disability Inclusion Leader

Department of Education Victoria – Mount Duneed VIC

5d ago , from Department of Education & Training Victoria

Mirripoa comes from the Wadawurrung language and means sunny plains. The school is located in Mount Duneed approximately 10 kilometres from Geelong.

In 2026, Mirripoa Primary School has an enrolment of 758 students with 32 grades and is located in a growth area. We are expected to commence the 2027 school year with 800 students. The school values are respect, excellence, and kindness. The school motto is Learning and Growing Together. The school vision is: Together we inspire and grow curious learners who think critically and thrive in their communities.

Our school focusses on creating opportunities for excellence for all students. Our professional and caring staff continually strive to improve student outcomes by using evidenced-based teaching strategies to inform their practice using collaborative planning and reflection. They provide individualised approaches to foster each student’s academic and social development. We work in partnership with the school community to create a safe, friendly and inclusive environment where every child is known, valued and supported in their learning.

The school curriculum is based on the Victorian Curriculum, delivering outstanding academic achievement with a strong focus on literacy and numeracy. Knowledge based units in content areas such as geography and history are taught while developing the reading/writing expertise in our students. The school offers specialist programs in the performing arts, STEM, visual arts and PE.

Theschool comprises of an administration building, two learning community buildings, relocatables and a performing arts and physical education (PAPE) building. The contemporary learning environments include a range of learning settings that support various modes of learning and teaching. The design allows all students to reach their potential and develop a strong sense of community.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

SC6Demonstrated commitment and capacity to provide effective leadership in Disability Inclusion, including the facilitation of Disability Inclusion Profiles (DIPs), supporting the implementation of reasonable adjustments, and develop collaborative partnerships with families, staff and external agencies to enhance student wellbeing, inclusion and engagement.

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 skilled 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.

Responsibilities

- lead contact for Disability Inclusion within the school

- promote the implementation of all elements of Disability Inclusion at the school

- register students who require a profile meeting

- respond to any requests from facilitators for additional information

- ensure Disability Inclusion profile meetings are booked for all students who require profile meetings

- support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings

- liaise with the school’s Student Support Services key contact as required

- where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings

- ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting.

- be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students

- play 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 (the transition from primary to secondary school is particularly significant to ensure continuity of support for students with disability and additional needs)

- prioritise resources and time to identify and consider the needs of students with disability and additional needs

- have oversight of individual education plans(IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP

- ensure each student with disability and additional needs has a quality IEP, that meets at least level 2 of the IEP quality checklist rubric, through supporting/building capacity of teachers to develop quality IEPs

- ensure the student has a voice in setting learning targets during the IEP process

- determine whether other students with disability and additional needs could benefit from an IEP

- review school processes for student support groups, personalised goal setting and IEPs

- build staff capacity to understand, develop and implement IEPs

- collaborate with services working in the school to deliver adjustments to students

- ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor)

- promote a culture of high expectations and aspirations for the learning of students with disability or additional needs

- embed inclusion and disability expertise in strategic planning and recruitment practices of the school

- embed evidence-based inclusive education and human rights obligations into school policies and plans

- act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs

- ensure full use of assessment for learning

- ensure parent(s)/carer(s) understand the importance of supporting learning at home

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) 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 secure standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

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:

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

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 atRecruitment in Schools.

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📌 Leading Teacher Range 3 - Disability Inclusion Leader (Geelong)
🏢 Department of Education Victoria
📍 Geelong