SC1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school‑based professional learning.

Selection Criteria

SC1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in cooperative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school‑based professional learning.

Role

Leadership Role at VUSC

- Work with the Principal team to provide leadership and modelling of college values across the college
- Attend and actively contribute to Leadership meetings and all other relevant college meetings and events
- Adopt college teaching and learning practices in your own classroom and model these to other teachers
- Contribute to professional learning at the college
- Conduct performance reviews for a number of staff
- Deputise for the Principal team as required
- Other duties as directed by the Principal.

Responsibilities





- Lead the Language Support Program and Language Support Coordinators
- Lead the DI Administrative and Community Liaison team to implement the DI program
- Liaise and collaborate with the Department’s DI Community of Practice and leadership staff on the DI reform and its developments.
- Liaison with teachers and external support agencies in relation to DI students
- Support teaching staff with the drafting of adjustments for learning tasks, assessments and exams
- Work with leadership and teaching staff to identify students for screening and literacy assessments
- Support teaching staff with the documentation of adjustments for learning tasks
- Collaborate with teaching staff to support the development of modified and adjusted assessments and exams
- Coordinate observations of students set up for Disability Inclusion Profiles
- Record adjustments created for students using the ASIST tool, and contribute to the supporting information for Disability Inclusion Profile Meetings
- Set up and share the management of the Learning Support Timetable (the timetable will be shared amongst the DI staff to ensure we have back‑ups in place)
- Collate feedback for Disability Inclusion Profile and Student Support Group meetings
- Collate curriculum Differentiation, Scaffolds and targeted Adjustments for DI students
- Plan for and facilitate Disability Inclusion Profile and Student Support Group meetings to provide relevant reports based on classroom observations
- Manage the Learning Support staff including performance management
- Lead the Learning Support PLT

Disability Inclusion Profil

📌 Disability Inclusion Leader (Melbourne)
🏢 Government schools
📍 Melbourne