Leading Teacher Disability and Inclusion

Leading Teacher Disability and Inclusion 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 in the context of inclusion. 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 Demonstrated understanding and capacity to lead and manage the implementation of the Disability Inclusion Profile, including the ability to initiate and lead staff to achieve a culture of inclusivity where all students can access the curriculum and achieve learning growth. 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 Work with school staff to implement educational adjustments and targeted support for Tier 1, 2 or 3 students. 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. Oversee and lead key personnel, including members of the learning support team, teaching and education support staff, responsible for the delivery of educational adjustments and targeted support for Tier 2 or 3 funded students. Have oversight of Individual Education Plans (IEPs) across the school, and ensure the school meets obligations for students required to have an IEP. Identify and prepare an Individual Education Plan (IEP) for targeted students in collaboration with student, family, and classroom teachers. Build the capacity of key staff to develop IEPs. Document IEPs on COMPASS and ensure that all staff are aware of these adjustments. Promote a culture of high expectations and aspirations for the learning of students with a disability or additional needs. Oversee, together with members of the learning support team, the transition of current PSD-funded students to a Disability Inclusion Profile (DIP), including documentation and submission of DIP applications using DET Student Online Case System (SOCS). Provide advice to school leadership on Tier 3, 2 and 1 students. Provide advice and support for Year Level Leaders and Teachers. Oversee, together with members of the learning support team, educational needs assessments. Oversee Student Support Group meetings, case management and targeted intervention and support teams and relevant staff to convene SSG meetings at required intervals. Using IEPs and any applications for Disability Inclusion Program (DIP) funding, work with classroom teachers and support staff to ensure that learning tasks are adjusted, and delivery of content is in line with the requirements documented in the IEP. Liaise and provide support for staff leading NAPLAN and formal testing in defining and implementing special arrangements for identified Tier 2 and Tier 3 students. Develop, maintain and review policy documents relevant to inclusion. Maintain database of students receiving adjustments at the LCPS, including the NCCD process. Ensure that the school's reporting and assessment is in line with any IEP or DIP requirements for each student. In collaboration with the learning support team, plan and deliver professional learning, coaching and support to all staff to build capacity and understanding of inclusion principles, practices and delivery, including: Effective modification strategies and adjustments. Understanding neurodiverse learners. Strategies for supporting students with specific learning disorders. Liaise with the Business Manager to ensure Tier 3 funding is received and acquitted as per DET guidelines. Lead and manage the day-to-day work of a team of educational support staff to enhance learning equity. Support the leadership team (SIT). 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 serve. 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). 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. These 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 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 Application Requirements A resume including relevant experience as well as personal details (name, address and contact numbers, business and home). A section addressing the selection criteria and the requirements for application under the Who May Apply section. Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. 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 Qualification Requirements 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'; 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). Location Profile Lollypop Creek Primary School is a recently established school located approximately 30 kilometres west of Melbourne. It serves students in Prep to Grade 6 and has a culturally diverse community. The school focuses on safe, respectful, and inclusive learning environments and offers a broad curriculum with specialist programs in Physical Education, Visual Art, LOTE (Auslan), Science and Performing Arts. For further information, contact the Principal, Paul Maisey, at 0417 774 (XXX) or email (EMAIL). #J-18808-Ljbffr