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Leading Teacher - Disability Inclusion Leader
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#712002
Full Time
Job Description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1522838
Location Profile
Dandenong North Primary School enjoys a long-standing reputation as a family-friendly and academically successful school. In keeping with the re-generation of Dandenong as a thriving multi-cultural hub, the actual buildings of Dandenong North Primary School have undergone a transformation to bring the facilities into the 21st Century. Superb, new learning spaces, including a state of the art gymnasium, provide our students with a learning environment which is welcoming and purposeful.
Our wonderful and vibrant students come from a wide diversity of cultural backgrounds and provide a model for the adult Australian society of how diversity can deliver a fantastic team and family approach to learning.
We expect that all students should be able to achieve National and State benchmark standards in literacy and numeracy. We direct enormous resources to make sure that our students will perform at expected levels. We are most fortunate to have a team of highly skilled, capable and experienced teachers and support staff working together as a committed team to ensure every child can achieve to as high a level as possible. We are also in a position to provide intervention programs for any student who may need additional support in the key areas of reading and mathematics as well as providing mathematics enrichment classes for those students requiring extension tasks.
We are proud to be able to provide outstanding specialist programs for many students who enrol in an Australian school for the first time after arriving in Australia from overseas. We are highly skilled at providing smooth transitional pathways into the Victorian Curriculum for all of our students. We operate an innovative two-week Reception Program for newly arrived students and an outstanding, three-tiered English as an Additional Language program (EAL).
As a school with over 800 students we are provided with the resources that allow us to offer an ideal mix of specialist programs that include: Physical Education, Art, Library and Information Communication Technology. Our school encourages and provides pathways to excellence in artistic and sporting fields because we believe that our students should have a love and understanding of the Arts as well as being fit, skilled and healthy in body, mind and soul. We know that fit and healthy children learn faster than those who are not, so we make sure that our physical education program delivers levels of fitness and preparedness that are well above average
Our school prides itself on the successful development of a family feeling and atmosphere among the students and staff. We believe that when students feel happy and relaxed, as they do at "home", they will be able to make the most of every available learning opportunity. We strive to give students and their families a strong sense of belonging to a very large family! All of our staff believe in the school philosophy of "treating children as if they were our own", and a tour through the school is all it takes to experience the feeling of a positive and supportive atmosphere.
Our School Council and Staff are committed to delivering an environment where students will be encouraged to be totally engaged in their learning, fearless in expressing their creativity and confident in pursuing their personal goals. We want them to grow and develop as happy, independent, confident and resilient young people who will be in the best possible position when they leave us to make the most of the next phase of their educational journey.
Selection Criteria
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.
Role
The Disability and Inclusion Leader plays a pivotal role in leading the implementation of the Disability Inclusion Profile process across the school. They work collaboratively with all school staff, the Department of Education, and families to ensure students with disabilities or additional needs receive targeted support through high-quality, evidence-informed planning. The Disability Inclusion Leader's key responsibility is to oversee the program including but not limited to, guiding staff in the development and recording of adjustments and ensuring the school meets its obligations around Student Support Groups (SSGs) and the creation of Individual Education Plans (IEPs)
Responsibilities
be an advocate and champion for students with disability and additional needs and promote a culture of high expectations and aspirations for students and staff
build staff capacity through mentoring, coaching, modelling and provision of professional learning to identify, plan and implement differentiated strategies and adjustments for supporting the education of students with additional needs
play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
work closely with the Assistant Principal to manage the Disability Inclusion process including identification of students
be the lead contact for Disability Inclusion at Dandenong North Primary School for parents, teachers and DI Regional Implementation Team
coordinate collation of documentation and evidence of adjustments and oversee DIP submissions within required timeframes and contribute to facilitated profile meetings
lead the preparation of staff, students and parents/carers to contribute to Disability Inclusion Profile meetings
prioritise resources and time to identify and consider the needs of students with disability and additional needs
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
build staff capacity to understand, develop and implement IEPs
lead purposeful student support groups (SSGs) to prepare and gather supporting information for DIP meetings and review adjustments in place
collaborate with internal and external allied health professionals and Student Support Services to support the delivery of adjustments to students
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 (see Workplace 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 marrung@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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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 at Recruitment in Schools.
Applications close Monday 13 April 2026 at 11.59pm
Posted
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1522838
Location Profile
Dandenong North Primary School enjoys a long-standing reputation as a family-friendly and academically successful school. In keeping with the re-generation of Dandenong as a thriving multi-cultural hub, the actual buildings of Dandenong North Primary School have undergone a transformation to bring the facilities into the 21st Century. Superb, new learning spaces, including a state of the art gymnasium, provide our students with a learning environment which is welcoming and purposeful.
Our wonderful and vibrant students come from a wide diversity of cultural backgrounds and provide a model for the adult Australian society of how diversity can deliver a fantastic team and family approach to learning.
We expect that all students should be able to achieve National and State benchmark standards in literacy and numeracy. We direct enormous resources to make sure that our students will perform at expected levels. We are most fortunate to have a team of highly skilled, capable and experienced teachers and support staff working together as a committed team to ensure every child can achieve to as high a level as possible. We are also in a position to provide intervention programs for any student who may need additional support in the key areas of reading and mathematics as well as providing mathematics enrichment classes for those students requiring extension tasks.
We are proud to be able to provide outstanding specialist programs for many students who enrol in an Australian school for the first time after arriving in Australia from overseas. We are highly skilled at providing smooth transitional pathways into the Victorian Curriculum for all of our students. We operate an innovative two-week Reception Program for newly arrived students and an outstanding, three-tiered English as an Additional Language program (EAL).
As a school with over 800 students we are provided with the resources that allow us to offer an ideal mix of specialist programs that include: Physical Education, Art, Library and Information Communication Technology. Our school encourages and provides pathways to excellence in artistic and sporting fields because we believe that our students should have a love and understanding of the Arts as well as being fit, skilled and healthy in body, mind and soul. We know that fit and healthy children learn faster than those who are not, so we make sure that our physical education program delivers levels of fitness and preparedness that are well above average
Our school prides itself on the successful development of a family feeling and atmosphere among the students and staff. We believe that when students feel happy and relaxed, as they do at "home", they will be able to make the most of every available learning opportunity. We strive to give students and their families a strong sense of belonging to a very large family! All of our staff believe in the school philosophy of "treating children as if they were our own", and a tour through the school is all it takes to experience the feeling of a positive and supportive atmosphere.
Our School Council and Staff are committed to delivering an environment where students will be encouraged to be totally engaged in their learning, fearless in expressing their creativity and confident in pursuing their personal goals. We want them to grow and develop as happy, independent, confident and resilient young people who will be in the best possible position when they leave us to make the most of the next phase of their educational journey.
Selection Criteria
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.
Role
The Disability and Inclusion Leader plays a pivotal role in leading the implementation of the Disability Inclusion Profile process across the school. They work collaboratively with all school staff, the Department of Education, and families to ensure students with disabilities or additional needs receive targeted support through high-quality, evidence-informed planning. The Disability Inclusion Leader's key responsibility is to oversee the program including but not limited to, guiding staff in the development and recording of adjustments and ensuring the school meets its obligations around Student Support Groups (SSGs) and the creation of Individual Education Plans (IEPs)
Responsibilities
be an advocate and champion for students with disability and additional needs and promote a culture of high expectations and aspirations for students and staff
build staff capacity through mentoring, coaching, modelling and provision of professional learning to identify, plan and implement differentiated strategies and adjustments for supporting the education of students with additional needs
play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
work closely with the Assistant Principal to manage the Disability Inclusion process including identification of students
be the lead contact for Disability Inclusion at Dandenong North Primary School for parents, teachers and DI Regional Implementation Team
coordinate collation of documentation and evidence of adjustments and oversee DIP submissions within required timeframes and contribute to facilitated profile meetings
lead the preparation of staff, students and parents/carers to contribute to Disability Inclusion Profile meetings
prioritise resources and time to identify and consider the needs of students with disability and additional needs
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
build staff capacity to understand, develop and implement IEPs
lead purposeful student support groups (SSGs) to prepare and gather supporting information for DIP meetings and review adjustments in place
collaborate with internal and external allied health professionals and Student Support Services to support the delivery of adjustments to students
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 (see Workplace 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 marrung@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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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 at Recruitment in Schools.
Applications close Monday 13 April 2026 at 11.59pm
Posted
