Disability Inclusion Leader

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 In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to : Leading and managing the implementation of whole‑school improvement initiatives related to the school strategic plan and school priorities Leading and managing the implementation of whole‑school improvement strategies related to curriculum planning and delivery; Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school; Leading and managing staff performance and development (review of staff); Teaching demonstration lessons; Leading and managing the development of the school's assessment and reporting policies and practices; Leading and managing the implementation of the school operations and policies related to student welfare and discipline; Leading the development of curriculum in a major learning area and participating in curriculum development in other areas; Responsibility for general discipline matters beyond the management of classroom teachers; Contributing to the overall leadership and management of the school; Contributing to the development of proposals for school council consideration; Developing and managing the school code of conduct. 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. EEO AND OHS Commitment 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see). Additional support and advice on the recruitment process is available to Aboriginal and / or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via 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 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 : 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 : Other Information All applications must include current names and contact details of a minimum 3 referees Application length including covering letter, selection criteria response and curriculum vitae is to be kept to a maximum 10 pages 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person. Responsibilities (Disability Inclusion) Lead the implementation of the Disability Inclusion reforms in accordance with DET requirements of the 3-tiered funding model Oversee and lead key personnel, including teaching and education support staff responsible for the delivery of educational adjustments and targeted support for Tiers 2 and 3 students Management of Learning Support Assistants. Manage Disability Inclusion Profile (DIP) processes; including identification of eligible students and preparation of applications to secure optimal levels of funding. Promote the implementation of all elements of Disability Inclusion at Bairnsdale Secondary College. Organising and coordination of the Nationally Consistent Collection of Data on School Students with Disability (NCCD) Plan for the transition of students funded by the Program for Students with Disabilities (PSD) to the Disability Inclusion Profile. Register students who require a profile meeting. Ensure Disability Inclusion profile meetings are booked for all students who require profile meetings. Support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings. Liaise with the school’s Student Support Services key contact as required. Where required, support the most appropriate school staff to prepare the student and parent(s) / carer(s) to contribute to Disability Inclusion profile meetings. Ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting. Play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools. Prioritise resources and time to identify and consider the needs of students with disability and additional needs. Have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP. Ensure each student with disability and additional needs has a qualityEP, that meets at least level 2 of the, through supporting / building capacity of teachers to develop quality IEPs. Ensure the student has a voice in setting learning targets during the IEP process. Determine whether other students with disability and additional needs could benefit from an IEP Build staff capacity to understand, develop and implement IEPs; designing and providing professional development to school staff and parent information sessions for parent groups. Collaborate with services working in the school to deliver adjustments to students. Act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs. Access networks to provide additional consultancy or support services for students (for example, speech therapists, occupational therapists and behaviour therapists). #J-18808-Ljbffr