Job Description
Department of Education Victoria – Keysborough VIC
9d ago , from Department of Education & Training Victoria
Keysborough Secondary College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus).
Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.
Enrolments in the College stand at around **** and are growing.
The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses.
The College also has a significant International Students Program with its own ELC.
Student achievement and engagement is generally above Like School groups and retention is high.
Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding.General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in **** was 86%.
Our college Vision states that: At Keysborough College, we are a diverse learning community where every student thrives.
Our RED values (Respect, Excellence, and Diversity) are at the heart of our college.
By prioritising wellbeing and fostering student agency, we empower students to take ownership of their learning through meaningful and individualised pathways.
Through the promotion of the RED Values, implementation of the SWPBS framework, our students thrive.
At Keysborough Secondary College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world.Our Teaching and Learning model employ evidence-based practices aligned with the VTLM 2.0 to create engaging learning environments that foster academic and personal growth.
We have a strong emphasis on teaching teams through the Professional Learning Communities and Domain Teams, which enables staff to work collaboratively to provide an engaging and rigorous curriculum.
Provision of opportunities for targeted intervention, and extension and enrichment are included in the learning program to ensure that students are supported at the point of need.
Keysborough Secondary College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus.
Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed.
The final stage has been completed for the new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.
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.
SC6Proven 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
ROLE
The Inclusive Practices Leaderplays a significant role in assisting the College to improve student performance and educational outcomes as determined by the College Strategic Plan and state-wide priorities and contributes to the development and implementation of College-wide policies, priorities and initiatives.
The Inclusive Practices Leader provides a higher-level leadership role within the College Inclusion Team,



working under the direction of the Inclusion AP to strengthen and embed high-quality inclusive practices across the College.
A critical component of this work will focus on increasing the knowledge, skills and confidence of teaching and education support staff to meet the diverse learning, engagement and wellbeing needs of students.
The Inclusive Practices Leader will have a particular focus on the development and implementation of Tier 1 and Tier 2 inclusive practices, supporting the College to move from individualised responses towards consistent, evidence‐based practices that improve access, participation, engagement and learning outcomes for all students.
The Inclusive Practices Leader will work closely with the Inclusion AP, Inclusion Leaders, Disability Inclusion Profile Leaders, Year Level Leaders, Domain Leaders, Engagement and Wellbeing Teams, allied health professionals and other relevant staff to ensure a coordinated and consistent approach to inclusion across the College.
The role will provide leadership and coaching to staff, with a particular focus on translating inclusive practice into effective classroom practice.
This will include supporting staff to identify barriers to learning, implement reasonable adjustments, use data to inform practice, develop appropriate interventions and evaluate the impact of strategies on student outcomes.
The Inclusive Practices Leader will also provide support and leadership in relation to complex inclusion matters, as directed by the Inclusion AP, providing an on-the-ground leadership presence and supporting campus-based teams to respond effectively to students requiring significant levels of support.
Specifically, this role contains an aspect of coaching and professional learning that will focus on:
developing a shared understanding of what high-quality inclusive practice looks like
embedding Tier 1 and Tier 2 inclusive practices across the College
supporting teachers to identify and remove barriers to student learning and participation
developing teacher capacity to implement reasonable adjustments and evidence-based strategies
using student data and evidence to inform inclusive teaching and intervention
strengthening classroom practice for students with disability and additional learning needs
supporting teachers to differentiate curriculum, instruction and assessment
developing staff confidence in responding to complex student needs
supporting the implementation of the College Teaching and Learning Model through an inclusive lens
building the capacity of Inclusion Leaders and DIP Leaders
providing strategies to reach targets and goals within the College Strategic Plan.
Responsibilities
The responsibilities of this position will be:
The Inclusive Practices Leader will:
ensure the needs of student `Priority Cohorts¿ are addressed in all aspects of their role (Priority Cohorts include: Indigenous, Out of Home Care, Inclusion, Youth Justice and Equity funded students) work under the direction of the Inclusion AP to provide leadership across the College Inclusion Team
work closely with and support the Inclusion Leader and Disability Inclusion Profile Leader to ensure consistency, alignment and effective implementation of College Inclusion priorities
support the Inclusion AP in the strategic development, implementation and evaluation of College-wide Inclusion initiatives
contribute to the development of a consistent College-wide approach to inclusive practice
lead the development and implementation of initiatives that strengthen Tier 1 and Tier 2 inclusive practices across the College
identify areas of need in inclusive classroom practice and develop targeted strategies to address these
conduct observations of students and classroom practice and provide targeted feedback and skilled learning to strengthen inclusive practices and support individual student needs
provide coaching and professional learning to teaching and education support staff in relation to inclusive teaching practices
support Domain Leaders and teaching staff to embed inclusive practices within curriculum planning, instruction and assessment
support staff to identify barriers to learning and implement appropriate reasonable adjustments and evidence-based strategies
support staff to use student data and evidence to identify learning needs, develop appropriate interventions and monitor student progress




work with relevant leaders to evaluate the effectiveness of Tier 1 and Tier 2 interventions and support adjustments where required
develop resources, processes and professional learning that build staff capacity to support students with disability and additional learning needs
support the development of consistent processes and practices across Acacia and Banksia Campuses
Complex Inclusion Support
oversee and manage complex inclusion cases as directed by the Inclusion AP
provide on-the-ground leadership and support for complex inclusion matters at the College level
work collaboratively with Year Level Leaders, Engagement Teams, Wellbeing Teams, Inclusion staff, allied health professionals and relevant College leaders to develop coordinated responses to complex student needs
support staff to identify appropriate strategies and interventions for students requiring significant levels of support
provide advice and guidance to staff regarding inclusive classroom practice in response to complex student needs
contribute to the development, implementation and review of support plans for students requiring targeted or intensive support
support the Inclusion AP in monitoring complex cases and identifying emerging College-wide trends or areas requiring further intervention
Student Learning and Inclusive Practice
support the identification of students requiring additional learning, engagement or wellbeing support
analyse relevant student data to identify trends, gaps and opportunities for improvement in inclusive practice
work with Domain Leaders and teaching staff to improve curriculum access, differentiation and participation for students with additional needs
support the implementation of evidence-based intervention and support strategies
promote high expectations for students with disability and additional learning needs
support teachers to develop learning environments that promote student engagement, independence and participation
contribute to the review and refinement of College programs and practices to ensure they are inclusive and accessible to all students
support the development and implementation of Individual Education Plans where required, in collaboration with the Inclusion Leader, DIP Leader and relevant Year Level Leaders
monitor the effectiveness of adjustments and interventions and support staff to make evidence-informed changes
Transition
work with the Inclusion AP and DIP Leading Teachers to strengthen the College's approach to transition for students entering Year 7
lead and build the capacity of DIP Leading Teachers in developing relevant evidence-based transition and support plans for students transitioning into Year 7
coordinate with relevant leaders and allied health professionals to ensure appropriate Tier 1 and Tier 2 supports are identified and implemented early for students transitioning into Year 7
support the development of consistent transition processes and documentation across the College
support the Inclusion Leading Teachers in delivering targeted professional learning to teaching and education support staff to build capacity in supporting positive student transitions into Year 7
identify trends and emerging needs within transition data and use this information to inform College-wide inclusive practice
Leadership and Capacity Building
provide leadership, coaching and support to Inclusion Leaders and Disability Inclusion Profile Leaders under the direction of the Inclusion AP
build the capacity of Inclusion Leaders and DIP Leaders to lead inclusive practices within their respective areas of responsibility
develop and implement a structured coaching approach to support teacher capacity in inclusive practice
work with Domain Leaders to identify professional learning needs relating to inclusion and student learning
provide targeted professional learning to staff based on identified student and classroom needs
support the development of professional learning focused on inclusive practice
model effective inclusive classroom practices and strategies
provide feedback to staff and leaders regarding inclusive practice and areas for development
contribute to the development of College-wide resources, guidelines and processes relating to inclusion
support staff to develop greater confidence and consistency in responding to students with disability and additional learning needs
Data, Review and Improvement
collect, analyse and use relevant College data to identify trends in student learning, engagement and inclusion
support the Inclusion AP to evaluate the effectiveness and impact of Inclusion initiatives and programs
identify opportunities to improve Tier 1 and Tier 2 supports based on student data, staff feedback and evidence-based practice
contribute to the development and monitoring of College targets relating to Inclusion and student outcomes
report r

📌 Leading Teacher: Inclusive Practices Leader - Range 3 (Victoria)
🏢 Department of Education Victoria
📍 Victoria