Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Hume - Wodonga

Reference: 1547583

Selection Criteria

SC1 - Disability Inclusion and assessment Demonstrated high-level knowledge and understanding of the Disability Inclusion Profile (DIP) and associated Department of Education policy frameworks, including the ability to identify students who may be eligible for Disability Inclusion funding and lead the assessment, documentation and review processes required to support student access and participation.

Demonstrated ability to ensure appropriate evidence, adjustments, documentation and assessment information are collected and used effectively to support individual student needs.

SC2 - High-impact teaching and learning

Demonstrated ability to lead the planning, implementation and evaluation of high-impact teaching strategies that respond to diverse student learning needs.

Demonstrated ability to support teachers to use assessment and student learning data to evaluate the impact of teaching programs and adjustments on student learning growth and to refine practice accordingly.

SC3 - Program, organisational and resource management

Highly developed organisational and management skills, with the capacity to assume overall responsibility for the operation of the individual needs program.

Demonstrated ability to implement Department and locally developed policies and procedures, manage relevant resources and budgets, coordinate complex student support processes, and produce high-quality reports, documentation and assessment evidence relating to Disability Inclusion and individual student needs.

SC4 - Staff capacity and inclusive practice

Demonstrated ability to provide professional support and build the capability of teachers and Education Support staff to provide inclusive, relevant and achievable learning outcomes for all students, including students requiring Disability Inclusion funding and adjustments.

Demonstrated ability to facilitate professional learning, collaborative planning and problem-solving that strengthens staff confidence and consistency in meeting individual student needs.

SC5 - Leadership and relationships

Demonstrated exemplary interpersonal and leadership skills, including the ability to develop and maintain collaborative relationships with students, colleagues, parents/carers and the broader school community.

Demonstrated ability to lead collaborative approaches focused on student learning, agency, wellbeing, engagement and inclusion, including effective collaboration with allied health, Student Support Services, visiting teachers and external agencies.

SC6 - Emotional Intelligence and behaviour education

Demonstrated commitment to the understanding and explicit teaching of Emotional Intelligence (EQ) and the use of a behaviour education model to develop the whole child.

Demonstrated ability to embed Melrose's approaches to "Know Yourself, Choose Yourself, Give of Yourself" and support staff to apply these principles consistently across learning, wellbeing, behaviour and student support.

Role

The Leading Teacher - Welfare / Disability Inclusion provides strategic and operational leadership in the development, implementation and evaluation of inclusive practices and programs that support students with disability and additional learning, wellbeing and engagement needs. The role leads the effective implementation of the Disability Inclusion Profile (DIP) framework, supports staff to develop high quality inclusive teaching practices, coordinates individual student support processes, and builds the capacity of Education Support staff and classroom teachers to improve outcomes for all students.

The role works collaboratively with students, families, staff, leadership, allied health professionals, Student Support Services and external agencies to ensure that students receive appropriate adjustments, targeted support and meaningful opportunities to participate, learn and achieve.

Responsibilities

Key Responsibilities 1. Disability Inclusion leadership

- Lead the development, implementation and evaluation of programs supporting students with disability and additional individual needs.
- Lead the implementation of the Disability Inclusion Profile process.
- Work with staff to develop appropriate adjustments, teaching and learning programs.
- Ensure individual student needs are identified, documented, monitored and reviewed.

2. Education Support leadership

- Provide leadership and management of the Education Support team in relation to student learning, wellbeing and inclusion.
- Coordinate ES allocation and deployment according to student need and available resources.
- Build ES capability through transparent expectations, professional learning, feedback and collaborative planning.

3. Student Support Groups and individual planning

- Coordinate Student Support Group (SSG) processes and ensure recommendations are implemented and reviewed.
- Support the development and review of Individual Education Plans and other individual student plans.
- Ensure student voice,



family perspectives and relevant professional advice inform planning.

4. Allied health and external partnerships

- Coordinate and maintain effective working relationships with:
- Allied Health professionals
- Student Support Services
- Visiting Teachers
- external disability services
- families and carers
- feeder preschools and transition partners.

- Ensure recommendations from relevant professionals are appropriately incorporated into student planning and classroom practice.

5. Policy and compliance

- Lead and manage school and Department policy matters relevant to Disability Inclusion and individual student needs.
- Ensure policies and procedures are consistently implemented.
- Maintain appropriate documentation, evidence and reporting systems.

6. Identification and assessment

- Work collaboratively with the Strategic and Student Wellbeing Team, Team Leaders and SSSO to identify students who may require additional support or Disability Inclusion funding.
- Coordinate appropriate assessment, evidence gathering and documentation.
- Support transition processes for students entering Melrose with identified or emerging additional needs.

7. Staff professional support

- Provide qualified advice and coaching to teachers regarding:
- inclusive classroom practice;
- reasonable adjustments;
- individual learning needs;
- SSG recommendations;
- Individual Education Plans;
- behaviour and wellbeing support;
- differentiation and accessible curriculum.

- Identify professional learning needs and contribute to the development of staff capability.

8. Student outcomes and accountability

- Monitor the learning, wellbeing, engagement and inclusion outcomes of students with Disability Inclusion funding and other individual needs.
- Use assessment and student data to evaluate the effectiveness of adjustments and interventions.
- Provide regular reports to the Principal and Leadership Team regarding student outcomes, emerging needs, resourcing and program effectiveness.

9. Transition

- Work with feeder preschools, schools, families and the Transition Coordinator to identify and support students requiring additional adjustments prior to commencing at Melrose.
- Ensure effective transition information is shared and appropriate supports are established from the beginning of a student's enrolment.

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 Protected 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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

At Melrose Primary School, Wodonga, we combine the values of Motivation, Thinking, Courage and Empathy to achieve Academic Excellence and Emotional Intelligence. For over ten years we have been leading the way in developing programs that foster the social and emotional growth of our students. Emotional Intelligence (EQ) is an integral part of the school¿s curriculum and culture and is both a subject as well as a process woven into the daily fabric of school life and learning. Understanding our own and others¿ emotions (to KNOW YOURSELF), making strong choices to be your best self (to CHOOSE YOURSELF) and helping to create a better world through kindness and empathy (to GIVE OF YOURSELF) are the pillars of emotional intelligence, and constitute the pathway to health, happiness and success.

The Emotional Intelligence (EQ) motto, Educating Hearts and Minds, is supported by vision statements:

Excellence in Teaching and Learning - Excellence in teaching and learning is based on the Victorian Curriculum, Melrose Primary School's EQ philosophy and current student data. Engaging, differentiated teaching is planned collaboratively based on individual student needs.

Professional Leadership - Leaders at Melrose Primary School support and build positive relationships with the school community. Leaders are collaborative, respectful, supportive, visible and organized. Leaders demonstrate and model appropriate behaviours in line with the EQ philosophy.

Positive Climate for Learning - A positive climate for learning promotes a safe, supportive and inclusive environment, driven by Melrose Primary School's EQ philosophy and built on positive relationships which foster high expectations for all.

Community Engagement in Learning - Community engagement in learning is a partnership between school and home that values positive relationships with the wider community. There is an integrated focus on academics, social and emotional wellbeing and community, that leads to improved student outcomes, stronger families and healthier communities.

The building is an innovative design with all classrooms under one roof surrounding a central library, art room and multipurpose room. The grounds are expansive with an oval, three playgrounds and a range of courts and quiet play areas with many trees, gardens and lawned areas. We also offer indoor activities and positive play and restorative practices at break times allowing the students to have a range of options to develop their social and emotional play.

Our school is located in the rural city of Wodonga, which is situated on the Murray River in North East Victoria, 300km from Melbourne. We have an enrolment of approximately 323 students, and a staff comprising of 3 Principal Class leaders, 3 Leading Teachers (Curriculum and Inclusion) 24 (FTE) Teaching Staff and 35 permanent Education Support staff.

Although recognized for our Behavioural Education Model and our capacity to support the welfare of children and families, we also remain committed to our strategic plan goals: improvement of outcomes for students in Numeracy and Literacy, improvement of engagement in learning and the development of leadership. Curriculum and Learning Specialists initiate intensive professional learning to support staff and the Melrose learning community to achieve these goals.

Apply now

Applications close Sunday 25 October 2026 at 11.59pm

Posted

12 October 2026

📌 Leading Teacher - Disability Inclusion (DIP) (Wodonga)
🏢 Victorian Government
📍 Wodonga