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 cooperative 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. 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 indivi

📌 Leading Teacher (Wodonga)
🏢 Government schools
📍 Wodonga