Leading Teacher - Inclusion Leader (Melbourne)

SC1 – SC6
- 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 Demonstrated understanding of, and a commitment to, the use of the science of learning and the Victorian Teaching and Learning Model 2.0 to improve student outcomes. 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 programme 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 programme. 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
- Providing exemplary modelling of whole-school teaching and learning practices aligned to VTLM 2.0 and the Science of Learning.
- Ensuring the consistent implementation of classroom routines, clear expectations, and high-quality teaching practice across the College.
- Contributing to whole-school improvement by supporting the implementation of the College Strategic Plan and Annual Implementation Plan.
- Working with the Assistant Principal – Wellbeing and Inclusion to lead the College Disability Inclusion Program.
- Overseeing and coordinating Tier 3 supports, ensuring individualised, evidence‑based interventions for students with complex needs.
- Leading the development and implementation of Individual Education Plans for students requiring Tier 3 adjustments ensuring clear goals and consistent use in classrooms.
- Monitoring and supporting students requiring Tier 3 interventions, including clear case management and regular review.
- Facilitating Student Support Group (SSG) meetings, working with students, staff, families and external providers to ensure positive outcomes.
- Building staff capability in inclusive practice, providing coaching, modelling and support aligned to the VTLM 2.0 and the Science of Learning.
- Working with teachers and Inclusion Education Support staff to ensure consistent, inclusive classroom practice.
- Supporting and developing Inclusion Education Support, strengthening their capacity to support student learning.
- Using student data to identify trends, monitor progress and inform targeted interventions for identified students or groups of students.
- Demonstrating a strong commitment to adult learning through active and ongoing engagement with professional reading, podcasts, digital learning content, and contemporary research on how students learn, and the effective implementation of this in classroom practice.
- Providing a child safe environment in accordance with the child safe standards.
- Undertaking other duties as directed by the Principal. 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. 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 secure standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar. 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 programme 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. What we offer A collaborative and forward‑thinking staff culture that values professional learning, teaching excellence and belonging. Opportunities to influence whole‑school curriculum and pedagogy and be a part of transformational change. Ongoing professional development and leadership mentoring. A chance to make a real difference in the lives of students and fellow educators. Our Vision Academic excellence and young people of great character. Our Values Excellence Integrity Respect Creativity Community An appointment to this position is an appointment to Sandringham College and site placement is at the discretion of the College Principal. Applications close Sunday 7 June 2026 at 11.59pm #J-18808-Ljbffr Apply on Kit Job: kitjobau.com/job/3rohim