Leading Teacher Disability Inclusion Leader F-10

3 months ago

Melbourne, United States Schools (Government) Full time

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 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

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.

Location Profile

Location Profile: Western English Language School

Western English Language School (WELS) has established an excellent reputation for its provision of settlement and education needs for newly arrived primary and secondary students from language backgrounds other than English in the South West Region of Victoria.

WELS is a region-wide provider of intensive English as an Additional Language for newly arrived students. The school's pedagogical approach is underpinned by a functional grammar approach to language, backward design and the Teaching and Learning Cycle. WELS' teaching staff undertake professional learning on understanding and applying all elements of this pedagogical approach.

Students are taught in classes of about 13 to ensure that their English language, social learning and wellbeing needs are intensively supported. A school-wide student wellbeing strategy ensures that students and their families are welcomed and supported as newly arrived members of their new community. The school's excellent networks of support ensure that the health needs, community links and further educational pathways of all students are strongly supported. The school's F-10 Campus is located in Braybrook with four additional primary (F-6) campuses in Footscray, Manor Lakes Melton and St Albans and one secondary (7-10) campus in Wyndham.

The school is well-resourced throughout its locations with an excellent library of multicultural books and EAL materials to support student learning. The WELS intranet ensures that best-practice EAL curriculum materials, developed and shared by teaching staff, are available across all sites. Student learning is enhanced through the use of information and communication technologies.

The whole-school commitment to build teacher capacity and improve student learning and wellbeing outcomes are underpinned by the goals of the School Strategic Plan 2022 to 2026.

Goal 1 - Maximise learning growth for all students. Goal 2 - Enhance the wellbeing of all students.

The vision of WELS is to empower students to develop the practical and academic language skills needed in mainstream settings, within a safe and supportive environment. WELS' vision is underpinned by respect, responsibility and caring as well as community connections.

 SUMMARY OF OTHER RELEVANT CRITERIA

This position includes all campuses. A willingness to travel and work at any campus is a condition of the position. The administration campus of WELS is at 46 South Road Braybrook 3019. The Department of Education is an EEO employer. The successful applicant is subject to a satisfactory police records check and may have to undergo a medical check prior to commencement in the position. Staff may be required to attend camps and excursions. 

CHILD SAFE ENVIRONMENT

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 the Child Safe Standards. The school's Child Safety Code of Conduct is available on the school's website.

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