Inclusion Support Teacher/Generalist Teacher

SC1Demonstrated capacity to develop and implement high-quality, inclusive teaching and learning practices that respond to the diverse learning, wellbeing and individual needs of students.

SC2Demonstrated knowledge and understanding of positive behaviour approaches and the capacity to support students experiencing social, emotional, behavioural or regulation difficulties.

SC3Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining team-oriented relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 Demonstrated understanding of the Victorian Disability Inclusion funding model and capacity to support the implementation of inclusive practices, reasonable adjustments and targeted supports for students with disability and additional learning needs.

Selection Criteria

SC1Demonstrated capacity to develop and implement high-quality, inclusive teaching and learning practices that respond to the diverse learning, wellbeing and individual needs of students.





SC2Demonstrated knowledge and understanding of positive behaviour approaches and the capacity to support students experiencing social, emotional, behavioural or regulation difficulties.

SC3Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 Demonstrated understanding of the Victorian Disability Inclusion funding model and capacity to support the implementation of inclusive practices, reasonable adjustments and targeted supports for students with disability and additional learning needs.

Role

The classroom teacher classification comprises two salary ranges- range 1 and range 2.The primary focus of the classroom teacher is on the planning,



preparation and teaching of programs to achieve specific student outcomes.The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related t

📌 Inclusion Support Teacher: Champion Inclusive Learning (Melbourne)
🏢 Government schools
📍 Melbourne