Leading Teacher Range 3 - Disability and Inclusion

Overview

Work type: Full time

Salary: Salary not specified

Grade: Leading Teacher Range 3

Occupation: Education and Training

Location: Melton

Reference: 1473262

Location Profile

Exford Primary School is situated in a semi-rural setting, which provides a safe, happy and friendly learning environment, which promotes pride, warmth and a sense of belonging. Our enrolment at Census is 331 students 2025 school year.

2025 sees the completion of our long-anticipated School Upgrade: we have already moved into our new Administration building, Junior Learning Building and Senior Learning Building, which includes classrooms, an Art and a Music Room. The renovation of our BER building is also complete, creating a new Library, Science classroom and a Food preparation space. Our new Gymnasium, landscaping, new playground spaces and sports field have been in use from the start of the 2025 school year.

Our staff are a dedicated team, with all teachers and ES staff sharing in the pastoral care of all children. The results of our Staff Opinion survey is consistently high across all indicators, with a strong sense of culture, team work and support for each other.

Our Learning Specialist teachers work closely with our teaching staff in our continuing focus on professional learning and supporting our Professional Learning Teams. Our teachers plan together in PLTs, with a dedicated two hours devoted to this work (protected through our timetable using non-teaching time based on our local agreement). The PLT Leader (remunerated position) and the Learning Specialist work together to support the team¿s curriculum planning and professional learning. Our Leadership team provides feedback and coaching to all our classroom teachers. This is an important element of our school¿s professional development and growth opportunities for our teaching team and links with our Performance and Development culture.

Comprehensive classroom programs are implemented by highly trained and dedicated staff who focus on the individual learning needs of each child on an individual basis, particularly in Literacy and Numeracy. A dedicated Specialist Program involving all staff, helps ensure the breadth of quality curriculum in accordance with the Victorian Curriculum. Our focus on an integrated teaching and learning environment is supported by the use of ICT resources. Our Strategic Plan (2020 ¿ 2023) focuses on providing strong programs in Literacy, Numeracy, Student Voice and engagement. Our 2020-21 School Review has informed our current School Strategic Plan. We prepared our Pre-Review School Evaluation in Term 4 2024, in readiness for our School Review in Term 2 2025.

We implement a successful Inclusion Program catering for students with a range of learning needs and disabilities and have moved from the Program for Students with Disabilities to the Disability Inclusion Program in 2024 and have begun its implementation.

We offer OSH Club, providing Before and After School Care at our school. We have a real focus on environmental sustainability at our school, in which the children play a leading role.

At Exford Primary School we actively foster an environment where the partnership between staff, parents and students is highly valued, with children at the centre of our thinking and our actions.

We have been part of the School Wide Positive Behaviour Program for some years and have a school incentive program which acknowledges the children demonstrating our school values of Respect, Kindness and Personal Best. Our school values are an intrinsic part of our school community and we instil high expectations for all of our community members, children and adults.

Exford Primary School is committed to educational excellence and the development of a caring and stimulating environment:

1. Students are encouraged to share the responsibility for their own learning, enabling them to reach their full potential.

2. We value and actively promote partnership between parents and the school community.

3. Learning experiences are structure to meet students¿ individual differences with achievements being recognised, promoted and celebrated.

4. Each child is encouraged to develop social skills, independence, self confidence, consideration and respect for others. The school promotes an awareness of consequences for actions.

5. Curriculum and teaching responds to the ever-changing needs of the world in which we live.

Exford Primary School provides a comprehensive and rewarding curriculum that strives to meet the needs and interests of individual students. It provides a friendly and secure environment for its students, staff and parents.

Please contact the Principal on lisa.campo@education.vic.gov.au for any enquiries.

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.

SC 6 Demonstrated high-level knowledge, and exemplary skills to promote and facilitate a tiered approach to inclusive education for all students and to lead and facilitate our Disability and Inclusion program.

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

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 Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

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 Disability Inclusion Leader will play a key role in the school's transition to Disability Inclusion, which will include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting and supporting school leadership to use Disability Inclusion funding to resource evidence based reasonable adjustments, for individual students and cohorts of students.

The successful applicant will undertake the role of a Leading Teacher as described by the Department of Education

Applicants are invited for a tour with our Principal Lisa Campo by appointment via email (lisa.campo@education.vic.gov.au or on 9743 5025)

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

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.

Posted 23 April 2025