Leading Teacher - Inclusion

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

SC6Demonstrated expertise in leading inclusive education practices that improve student engagement, participation and achievement. Demonstrated ability to build the capability of teachers to implement effective differentiation, reasonable adjustments and Multi-Tiered Systems of Support (MTSS), while leading Disability Inclusion processes and fostering collaborative partnerships with families and external agencies.

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

The responsibilities of this position will be:

• Support the implementation of inclusive education practices across the school, aligned to the school¿s strategic approach to inclusion.


• Support teachers to implement effective differentiation and reasonable adjustments informed by allied health recommendations, assessment data, and student needs.


• Oversee the development, implementation, and quality assurance of Individual Education Plans, Behaviour Support Plans and other Student Support Plans.


• Lead Disability Inclusion processes and funding applications, including coordination and oversight of processes and timelines.

Targeted Student Support

• Design, implement and review Tier 2 and Tier 3 supports in partnership with the Assistant Principal ¿ Wellbeing.


• Lead and support Student Support Group (SSG) processes, ensuring strong collaboration between school staff, families, and external providers.


• Support teachers to plan effectively for diverse learners, including the use of planning tools such as ASSIST to identify and respond to student needs.

Staff Capability and Professional Learning

• Build staff capacity and understanding in:
  
  
  
  • Differentiation and responsive teaching practices that cater for the range of learners within each classroom.
  
  
  • Multi-Tiered Systems of Support (MTSS).
  
  
  • Adjustment planning, including looking at instruction, curriculum and the environment.
  
  
  
  


• Provide coaching, modelling, and professional learning to strengthen inclusive classroom practices.


• Monitor the implementation and effectiveness of adjustments through regular classroom observations, check-ins, feedback, and collaborative discussions.

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) [email protected]

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:

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:

• 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).

Meadow Heights Primary School was established in 1992 and is located approximately four kilometres north of Broadmeadows on over three hectares of attractive grounds. The school features expansive grassed play areas, basketball courts, open courtyards, covered outdoor learning spaces and recently redeveloped play areas that provide engaging environments for learning and play.

In 2026, the school has an enrolment of 358 students. Our community is culturally rich and diverse, with many students coming from multilingual backgrounds. A high proportion of students speak English as an Additional Language (EAL), and approximately three per cent of students identify as Aboriginal or Torres Strait Islander.

Meadow Heights Primary School is a school of which its community is proud.

At Meadow Heights Primary School we believe in providing a secure learning environment that inspires and challenges students to reach their full potential. We aim to enable students to grow as responsible and respectful individuals who can make a positive contribution to the community.

Our mantra is:

Achieving the Potential of All Learners

Our Values

Respect - Be Respectful
Showing care and consideration for the feelings, rights and needs of others.

Responsibility - Be Responsible
Taking responsibility for your actions, making good choices and being someone others can trust.

Excellence - Be Excellent
Setting high standards, striving for continuous improvement and always doing your personal best.

Pride - Be Proud
Taking pride in yourself, your learning and your contribution to the Meadow Heights Primary School community.

Meadow Heights Primary School has recently completed an Intensive School Support (ISS) Alignment Review and is currently developing its 2027-2030 School Strategic Plan. This marks an exciting period of improvement as we strengthen our instructional model, build teacher capability and further enhance outcomes for every learner.

We are seeking educators who:

• Demonstrate unconditional positive regard for all students and understand the impact of trauma on learning, engagement and wellbeing.


• Are committed to inclusive education and ensuring every student can experience success through high-quality teaching and appropriate adjustments.


• Thrive in a collaborative culture focused on continuous improvement and evidence-informed practice.


• Value strong relationships with students, families and colleagues.


• Contribute positively to a school culture built on respect, responsibility, pride and excellence.


• Are excited to be part of a school on a clear improvement journey with high expectations for all learners.

A Webex information session with the principal for prospective applicants will be held on Wednesday 29 July 2026 at 4.00 pm.

Applications close Sunday 2 August 2026 at 11.59pm

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