Wellbeing & Disability Inclusion Leader Lt3 1.0 (Non-Teaching Role)

Beveridge Primary School became a multi-campus school in 2020, our Foundation - Grade 2 and Grade 3 - 6 campuses are located on the Northern Fringe of Melbourne. Beveridge is in the northern growth corridor and it is expected that our school will see significate growth over the next 5 years.

Beveridge PS aims to be a safe welcoming and engaging community. We value enquiring minds and encourage the best in all. These values underpin our disciplinary framework that 'Everybody has the right to feel safe and comfortable and everybody has the right to learn. We believe that it is the job of every adult who our students encounter to model these beliefs all day, every day. Our community is committed to nurturing active and caring Australian citizens who support intercultural understanding and can acknowledge and value alternative points of view.

The staff, parents and community of Beveridge Primary are committed to developing the social, emotional and academic needs of our students by promoting resilience, persistence and courage. We motivate each child to strive to achieve their full potential and take risks in an environment which is safe, supporting and nurturing. We have strong parental and community involvement throughout the school which supports our rich curriculum.

The teaching of literacy and numeracy is underpinned by a whole school consistent approach. Our teachers differentiate the curriculum to individualise the learning needs of our students. The Schools planning and assessment practices are a high priority and are used to drive curriculum planning and delivery and are used to track student progress. Our curriculum also offers music, an annual whole school production, fine arts, physical education and Auslan (LOTE) and our wellbeing program includes a literacy intervention and extension program, a numeracy intervention and extension program and a wellbeing coordinator to support students, their families and teachers to enable all to achieve their potential.

We are working towards delivering a greater access to computers program in the school and a sophisticated IT skills program scaffolded into student programs.

Our School Values for 2024:

• Excellence
• Respect
• Togetherness
• Resilience

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 ability to lead the implementation and promotion of inclusion and wellbeing through the Disability Inclusion Initiative, and build staff capacity to support the learning and wellbeing of diverse learners.

Role

The Leading Teacher - Wellbeing and Disability Inclusion ensures students with additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school's leadership, wellbeing staff and allied health team and other services involved with a student outside of school.  They play a key role in coordinating the team around the learner. The Leading Teacher has a key role in the school's transition to Disability Inclusion, which can include leading the organisation of Disability Inclusion Profile meetings, leading teachers to identify students who may benefit from a profile meeting, and leading school staff in the use of tier 2 and tier 3 funding to resource evidence based reasonable adjustments, for individual students and cohorts of students. They will lead the School in developing the staff capacity to address the learning needs of students with disabilities within the classroom and developing Professional Learning for all staff in understanding Tier 1, 2 & 3 student needs and supporting differentiation within the classroom.

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.

The Leading Teacher position includes working across both campuses.

Responsibilities

Whole School

·           Participate fully in the School Improvement Team to support strategic direction of the school.

·           Support the analysis of whole school student data.

·           Review the performance of a group of staff as part of the P & D process.

·           Oversee the Wellbeing Team and Committee

·           Provide advice to the school principal class on Tier 3, 2 and 1 students. Provide advice and support for Team Leaders and teachers.

·           Oversight of Aboriginal and Torres Strait Islander students. Key contact for KESO and Murrang Lead

·           Lookout Designated Teacher

·           Mental Health in Primary Schools key contact

·           Responsibility for general discipline matters beyond the management of classroom teachers;

·           Contributing to the overall leadership and management of the school

·           Other duties as allocated by the School principal

Attendance

·           Lead analysis of whole school attendance data and monitor student attendance for vulnerable students, ATSI, OOHC, Tier 3 students

·           Lead the implementation of the Schools Staged Response to Attendance procedure

·           Support teachers with development of Attendance Plans

Disability Inclusion

• Be an advocate and champion for students with disability and additional needs.
• Lead contact for Disability Inclusion within the school
• Oversee, together with the campus principals, educational assessments.
• Register students who require a profile meeting.
• Respond to any requests from facilitators and external providers for additional information in keeping with legislative requirements.
• Ensure Disability Inclusion profile meetings are systematically held for all students at Tier 3, and those students at Tier 2 as prioritised with House Leader and Wellbeing Teams.
• Ensure all requirements are met for the Disability Inclusion profile meetings for students at Tier 2 and 3.
• Facilitate Student Support Group meetings for students at Tier 3 and oversee the management of SSG's for Tier 2 students in consultation with House Leader and Wellbeing Teams.
• Support school staff and gather all supporting information for Disability Inclusion profile meetings.
• Mentor and coach staff, prioritising those working with Tier 3 and then Tier 2 students, to help address the learning needs of these students.
• Lead staff with the implementation of strategies and adjustments to ensure accessibility to curriculum for the Tier 2 and Tier 3 students.
• Lead the support of students with additional needs to make a smooth transition into the school, ensuring there are effective arrangements in place for efficient transfer of information between all service providers.
• Ensure all requirements are met for the Disability Inclusion Profile meetings
• Facilitate and attend all SSGs on a termly basis
• Liaise with Student Support Services and HWKC
• Manage and maintain confidential student records
• Maintain database of students receiving adjustments at the school, including the NCCD process
• Support in the management and coordination of the classroom Education Support Staff
• Develop, maintain and review policy documents relevant to inclusion.

Individual Education Plans & Student Support Group meeting

• Oversee Student Support Group meetings, case management and targeted intervention and support
• Have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP.
• Make sure the student has a voice in setting learning targets during the IEP process.
• Use student data to guide and tailor the response to intervention, including how best to structure IEPs and modified programs
• Document IEPs on COMPASS and ensure that all staff are aware of these adjustments.
• Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs.

Professional Learning

• Build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs.
• Lead and deliver whole school Professional Development to promote inclusive practices.
• Undertake classroom observations to support teachers in the provision of curriculum and appropriate learning activities for Tier 2 and Tier 3 students.
• Organise Professional learning and support for teachers to effectively adjust/modify the learning program to meet the needs of Tier 2 and 3 students.
• Model high-level learning and teaching practice, including demonstration teaching for others.
• Build staff capacity to understand, develop and implement IEPs within the Student Support Group (SSG) Framework

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.

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 *******@education.vic.gov.au

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

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

This is a three year tenutred position.

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.