Role

Specific responsibilities for the LT Inclusion role: Be the lead contact for Disability Inclusion within the school. Be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students Promote a culture of high expectations and aspirations for the learning of students with a disability or additional needs Lead and develop the College Inclusion and Diversity Policy Embed evidence-based inclusive education and human rights obligations into school policies Develop clear goals for implementation of the Disability and Inclusion Funding which support the Strategic Plan and current AIP Liaise with the school's Student Support Services (SSS) key contact and Regional Disability Co-Ordinator Provide leadership to students, parents and college staff involved in creating and implementing high quality IEPs for all students with a disability, including student and parent voice in setting learning targets 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. Build staff capacity to understand and implement evidence-based teaching and learning strategies to support all student learning within their classroom, inclusive of students with additional needs that align with student IEPs Lead the team of Integration Aides to maximise the support available to students with additional needs With support from the Assistant Principal ¿ Wellbeing, lead the identification and collection of students to be included in the Nationally Consistent Collection of Data to better understand the needs of students with disability and how they can be best supported Make a significant contribution as a member of the College Leadership team including the development of Action Plans that align with the implementation of the AIP and SSP Work with school staff to implement educational adjustments and targeted support for Tier 1, 2 or 3 students. Organise Student Support Group meetings, case management and targeted intervention meetings at required intervals. Manage and oversee Disability Inclusion Profile (DIP) processes, including identification of eligible students (using data) and preparation of applications to secure optimal levels of funding and support. Oversee the transition of current PSD funded students to a Disability Inclusion Profile (DIP), including documentation and submission of DIP applications using DET's Student Online Case System (SOCS). 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. Other duties as determined by the principal. The successful applicant will also be expected to take a classroom teaching allotment. 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

Information for Applicants In addition to applying through Recruitment Online, please email CV, cover letter and Selection Criteria to the principal, Lisa Vinnicombe. Please phone to arrange a tour of the school. 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.