Leading Teacher-Inclusion - 2027 Commencement

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.

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.

Responsibilities

Leadership of College Inclusion program

- Lead the Inclusion Team at Lakeview Senior College
- Promote the implementation of all elements of Disability Inclusion at Lakeview Senior College using a culturally safe, strengths-based framework that aligns with values and the College’s pedagogical framework
- 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 education support) regarding adjustments required for students with disability and additional needs.
- Provide whole school training to Lakeview Senior College staff regarding D&I; process.
- Build capacity of Lakeview Senior College staff to meet the educational needs of students with disability and additional needs.
- Build staff capacity and understanding in:




- Responsive teaching practices that cater for the range of learners within each classroom.
- Multi-Tiered Systems of Support (MTSS).
- Adjustment planning, including looking at instruction, curriculum and the environment.
- Provide coaching, modelling, and professional learning to strengthen inclusive classroom practices.
- Monitor the implementation and effectiveness of adjustments through regular classroom observations, check-ins, feedback, and collaborative discussions.

Partnerships

- Build strong relationships with Lakeview Senior College families and staff to ensure best support for students.
- Work collaboratively with the Lakeview Senior College Inclusion team, Inclusion Co-ordinator, Wellbeing staff, Year Level Co-ordinators, 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 schools regional supports and Student Support Services key contact.
- Regularly attend the Melton and Brimbank Community of Practice meetings and liaise and collaborate with members to develop capacity

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.

Teaching and program delivery

- 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*******@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 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

- 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

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 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.

Location Profile

Lakeview Senior College
Lakeview Senior College is located in the rapidly developing suburb of Caroline Springs, approximately 20 kilometres west of Melbourne. It is a government secondary school educating students from Years 10 to 12. Most Lakeview Senior College graduates pursue further education in a range of tertiary settings while others undertake professional, business or trade related training and employment. The College has a student population of around 955 in 2023 which means an extensive selection of subjects at each year level is available to students. Hence, every student at Lakeview Senior College is able to undertake a learning pathway tailored to their individual needs. The College maintains a learning focussed environment based on high expectations of students in which academic excellence is promoted and celebrated.

Courses for Young Adults

Year 10 students at Lakeview study a broad range of subjects which best prepare them for the choices they face in their final 2 years of schooling. Year 11&12 students at Lakeview Senior College select either a VCE (Victorian Certificate of Education) or VCE-VM course (Vocational Major). The choice between VCE and VCE-VM enables students to undertake a breadth of both academic and vocational training courses. Lakeview Senior College has formed successful partnerships with both the Melton and Brimbank Clusters of Schools which enables students to undertake a wider variety of VET (Vocational Education & Training) courses.

The courses offered at Lakeview Senior College facilitate the lifelong development and growth of students in an workplace in which young adults can achieve and experience success and be equipped with the skills, knowledge, and desire to make worthwhile contributions to society.
In a rich setting, Lakeview Senior College was designed as a state of the art learning institution. All classrooms at Lakeview Senior College are equipped with modern Interactive Whiteboards to enable teachers to deliver engaging lessons to students and to promote more effective interactions amongst students. Our Sports centre contains a fully equipped gymnasium and students at Lakeview Senior College also benefit from access to shared community facilities such as a well-resourced Community Library and playing fields. These facilities are within walking distance of the College.

- The following pedagogical understandings underpin the academic programs delivered at Lakeview Senior College and drive the development and delivery of the curriculum:

Learner-centred classrooms focussed on meeting individual learning needs through:

Flexible multi-use learning spaces with access to ICT facilities, to allow for cooperative and collaborative learning

- A strong emphasis on self‑assessment, goal setting and focussed teaching
- A robust belief in PLTs which facilitate professional collaboration between teachers and with external professional learning providers when required

The College has a strong focus on developing students to:

- be committed to achieving high academic standards and working to achieve their full potential
- display a consistent commitment to improving skills, knowledge and higher order thinking
- develop self‑discipline by completing class work and homework tasks
- value quality performance by taking pride in work completed
- respect the workplace and College environment
- participate in, and contribute to, a range of student activities available within the College to develop leadership skills and the capacity to work as a valued member of a team

These practices are achieved through the strong relationships all staff built with students, teachers, and the local community. The College has strong links with the Shire of Melton and alliances with other schools in the locality, including sharing facilities such as the Community Civic Centre and Shire sports grounds. The College engages students and staff in environmentally sustainable practices such as the use of electronic communication systems. It also actively supports the wellbeing of students through preventative, proactive and genuinely individual programs and follow up meetings with families.

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📌 Leading Teacher-Inclusion - 2027 Commencement (Melbourne)
🏢 Government schools
📍 Melbourne