Location Profile

We strive, seek and excel.

At Charles La Trobe P-12 College, across our multi-campuses, every student belongs and takes pride in being here. Guided by respect, acceptance, excellence and leadership, we nurture curious, literate and numerate learners who feel safe, valued and challenged to reach their full potential.

At Charles La Trobe College, we align as one, united by a shared commitment to every student, family and community. By collaborating, sharing expertise and resources, and working with valued partners such as Quantum Victoria and La Trobe University, we deliver consistent, inclusive and high-quality teaching, learning, engagement and wellbeing. Together, we create greater opportunity, fairness and excellence for every student.

We celebrate and embrace diversity as a core strength and we strive to have all students excel in learning.

Our college campuses are La Trobe P-12, Olympic Village, The Pavilion, with the Victorian Specialist S.T.E.M centre Quantum Victoria (also based at La Trobe). The work of staff is driven by commitment to our Instructional Model and Teaching and Learning Charter that are underpinned by our Professional Learning Communities. We offer education programs that cater for students diverse interests to promote engagement in learning this enables each student to achieve to their full potential.

The Berry Street Education Model (BSEM) is the foundation for our approach to wellbeing and engagement, and the Ramon Lewis' developmental approach guides our work with classroom and behaviour management. Additionally we implement Restorative Practices and the Classroom Mastery model. We build the capacity of all our learners to achieve their personal best.

We are also very proud of our student cohort with all staff and students holding mutual strong expectations to live our values of respect, excellence, acceptance and leadership, everyday. Staff and students share and develop positive constructive relationships.

Our College is a vibrant organisation where each part of the organisation caters for contextual needs, while building powerful connections to each other. The La Trobe Campus currently has 375 enrolments, across Primary and Secondary, and an SFOE of 0.4704. In addition to our core curriculum, in which we focus upon developing literacy and numeracy skills and VCE and VCE VM, we offer a range of enriched I.T. opportunities including STEM Club, Minecraft, Animation Club, Astronomy Club and Media Club.

Our STEM programs prepare students for the future world of work, in which creativity and problem solving will be critical skills are well supported by our partnership with Quantum Victoria, which operates onsite. La Trobe Primary operates a Kitchen Garden Program as well as Instrumental Music. The La Trobe campus has excellent learning spaces, built for transparency yet enclosing of sound, with teaching conducted in rooms which promote a safe and orderly learning environment.

A Facility caters for hearing impaired students with classrooms equipped with hearing technology supported by staff interpreters as well AUSLAN as a language from Primary to Secondary. The Facility program provides positive education experiences for secondary aged students who are deaf or are hard of hearing and we are able to extend many supports to primary students at La Trobe.

The International Student Program, operating at both La Trobe and Olympic Village supports our students to become members of the global community. The College currently has 20 International students with enrolment steadily increasing year to year. Engagement with the community and promotion of diversity are highly valued aspects of College life.

We offer a REAL Education curriculum (based on our school values) to enable students to develop strong interpersonal and social capabilities. We pride ourselves on being a community that welcomes all students and families. Our International Student Program supports our students to become members of the global community.

All campuses is are heavily invested and involved in the Science of Language and Reading (SOLAR), Writing Across the Curriculum (WATC) and Science of Math (SOM) in partnership with La Trobe University. Staff across the college work in Professional Learning Communities, additionally at the La Trobe Campus small teams of teachers work in Professional Engagement Teams (PETs) where they drive an Action Research Cycle to focus on improving student outcomes in frequent and regular rotations.

In our secondary setting we have a full VCE program offering 22 studies.

Olympic Village is a campus of Charles La Trobe P-12 College and is located in Heidelberg West. The campus currently has an enrolment of 137 students, and a SFOE of 0.594. A grant of over $6 million dollars was received in 2018 to re-build the site entirely. This building work was completed in September 2019.

Seven stand alone grades are in operation with 7 international students. 23 students receive PSD/DI Funding and recent data is showing signs of growth across cohorts for NAPLAN. Our transition program runs for Years 5-8 and both primary campuses combine for a strong inter school sport program scheduled frequently throughout the year.

The Pavilion campuses (East Preston and Epping) support 220 students with challenging needs via a highly differentiated and personalised learning program to meet the needs of young people. The Pavilion is a flexible learning option for students who have previously been disengaged or had significant challenges with approaches to schooling. It is governed by Charles La Trobe College under the one college approach.

Pavilion students present at school with a range of behavioural difficulties and risk factors, and every class is supported by wellbeing staff. At The Pavilion, students work in small multi age and ability groups.

Pavilion staff have a proven ability to work with high-risk youth and disengaged students. Students participate in the Vocational Major or Victorian Pathways Certificate. Characterised by a calm and therapeutic environment and approach, Pavilion aims to provide a positive educational experience for all its students.





The Pavillion campus of Charles La Trobe P-12 College works tirelessly to ensure cultural safety and understanding in all practices. Student Pathways is the key focus of a Pavilion transition.

Charles La Trobe College is committed to providing enrichment education experiences for all our students. This goal is supported by our partnerships with La Trobe University and Quantum Victoria. Quantum Victoria is an important part of our College, and is one of six State specialist Mathematics and Science Centres. This partnership provides a breadth of Science and Mathematics extension and enrichment program for our students. Our partnership with La Trobe University includes:

- Science of Language and Reading (SOLAR) the highly regarded Literacy Professional Learning pilot with Professors Pam Snow and Tanya Serry

- Access to La Trobe Sporting facilities and programs

- Achieve at La Trobe access to university subjects for VCE students

- Prepare for La Trobe - free preparatory courses that include a non-ATAR entry alternative for both VCE and VCAL students

- Extended Pre-service Placement an extended, application only pre-service program which stretches across the academic year

- School Partnership Program an immersion program designed to promotes university as a post-school pathway for secondary aged students

- Nexus an internship program for pre-service teachers

At Charles La Trobe P-12 College we believe every student should be supported to learn to their full potential: to achieve their best and to be their best. All positions advertised are at the employment of Charles La Trobe College.

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.

SC6 Ability to work in a multi-campus setting, including Primary to Secondary cohorts.

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

Area of ResponsibilityDetailsCoordination of D&I; program

Be the lead contact for Disability Inclusion for Secondary Students working across the La Trobe, Preston and Epping F.L.O. Campuses. Promote the implementation of all elements of Disability Inclusion at the College for Secondary students using a culturally safe, strengths-based framework that aligns with Charles La Trobe P-12 College. Organise profile meetings for all students requiring disability and inclusion support.

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 Charles La Trobe P-12 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 integration aide) regarding adjustments required for students with disability and additional needs. Provide whole school training to Charles La Trobe P-12 school staff regarding D&I; process. Build capacity of Pavilion staff to meet the educational needs of students with disability and additional needs.

PartnershipsEngage with Aboriginal and Torres Strait Islander students, families, and community.



Build strong relationships with Pavilion families to ensure best support for students. Work collaboratively with Wellbeing Coordinators, teachers, and education support teams, to best serve the needs of 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 school¿s regional supports and Student Support Services key contact. Coordination of Student Support Groups (SSG) and development of IEPsOversight of individual education plans (IEPs) across Secondary StudentsEnsure each student with disability and additional needs has a quality IEP.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 IEPsBuild 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.

TeachingMaintain a class allotment demonstrating leading practice in D&I; approaches

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 setting, 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

Other Information

The following should be included:

- A specific response to the key selection criteria and position details.
- A cover letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.
- A CV with a summary of experience and qualifications.
- The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.

Please note: The selection panel may contact referees other than those listed.

Charles La Trobe College is a multi-campus school, and staff may be directed to work across campuses, at the discretion of the College Principal.

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

Program Benefits

No job description available

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.

📌 Leading Teacher - Disability Inclusion Co-Ordinator (Australia)
🏢 Department of Education Victoria
📍 Australia