Leading Teacher - Disability Inclusion - Coaching

Leading Teacher - Disability Inclusion - Coaching

SC1 Demonstrated ability to lead and manage the implementation of the Disability Inclusion Fund initiative, including leadership in improving quality provision for students with additional needs.

SC2 Demonstrated ability to coach and mentor teachers to implement and evaluate learning and teaching programs that respond to student learning needs and contribute to the learning growth of students.

SC3 Demonstrated ability to coach and mentor others in the use of data to inform teaching practice and to provide cyclical feedback on student learning growth and achievement to students and parents.

SC4 A demonstrated capacity to foster a collaborative, inclusive and empathetic learning community that takes into account the diverse needs of students and focuses on student learning, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department and BNWPS values and coach and mentor colleagues to adopt these behaviours and attitudes.

SC 6 The capacity to align the Disability Inclusion framework with the BNWPS Pedagogy of Play.

Selection Criteria

SC1 Demonstrated ability to lead and manage the implementation of the Disability Inclusion Fund initiative, including leadership in improving quality provision for students with additional needs.

SC2 Demonstrated ability to coach and mentor teachers to implement and evaluate learning and teaching programs that respond to student learning needs and contribute to the learning growth of students.

SC3 Demonstrated ability to coach and mentor others in the use of data to inform teaching practice and to provide cyclical feedback on student learning growth and achievement to students and parents.

SC4 A demonstrated capacity to foster a collaborative, inclusive and empathetic learning community that takes into account the diverse needs of students and focuses on student learning, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department and BNWPS values and coach and mentor colleagues to adopt these behaviours and attitudes.

SC 6 The capacity to align the Disability Inclusion framework with the BNWPS Pedagogy of Play.

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

• 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.

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 (seeWorkplace 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) via*******@education.vic.gov.au

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.

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

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

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• 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'; 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 (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

Location Profile

Brunswick North West Primary School is a caring and welcoming school of 363 students, where parents, children, staff and the broader community work together to create a positive learning environment in which confident and happy children develop a love of learning and sense of their value as individuals and members of our community.The school is located in a quiet side street in the inner-city suburb of Brunswick West. Housed in a solid red brick building surrounded by tree covered grounds, the school was built in the late 1920s and was upgraded with the building of a dedicated Library and Science teaching and learning space. The outdoor spaces are extensive and include a large playground, a productive garden and a native wetlands area.Guided Playful Inquiry is a fundamental approach at BNWPS. Students are encouraged to explore the unknown, to find joy in their school experience and to lead their own learning. We implement an explicit English teaching and learning program that includes the sequential teaching of phonics and phonemic awareness. Our Maths program involves explicit teaching of key concepts and facts, as well as exploring numeracy concepts to identify and solve problems. Our specialist programs are a huge component of our school life; Visual and performing Arts, Indonesian, Physical Education and Environmental Science.Brunswick North West Primary School recognises the Wurundjeri Woi Wurrung People of the Kulin Nation as the traditional custodians of our land. Reconciliation and indigenous culture are incorporated into the classroom program and whole school activities.Our student population is diverse. We have a significant cohort of neurodivergent students, and we work hard to provide a neuro affirming learning environment that supports their needs. Approximately 25% of our students have a language background other than English, with a large proportion coming from Indonesia. The school caters for differing student needs with intervention and extension programs across the school. The school community is committed to improving the achievement of all students at every year level offering a challenging academic program. School programs promote effort and achievement, self-esteem, individuality and creativity.Brunswick North West Primary School is committed to providing quality, student centred education that will enable students to thrive in their learning, being and living

#J-18808-Ljbffr