Leading Teacher - Disability Inclusion Leader
Department of Education Victoria – Melbourne VIC
1d ago, from Department of Education & Training Victoria
Copperfield College is a multi-campus school situated in Melbourne's North-West. The College is comprised of two junior campuses (Years710) in Kings Park and Sydenham and a senior campus (Years****) at Delahey. We have a student population of approximately2,000, with 180(EFT) teaching staff, 70(EFT) Education Support Staff and 7 Principal Class personnel. The SFOE for the College is0.58, indicating a significant level of social disadvantage.
The College is culturally diverse, reflecting our community, with approximately60 % of our students coming from a Language Background other than English. Copperfield performs to expectations and better on many measures in comparison with similar schools; in particular, our VCE outcomes.
The college's mission is 'to empower every student to aspire and achieve' which is a clear focus in our new College Strategic Plan which can be found along with the **** AIP and the **** Annual Report, on our website Our current plans aim at delivering high quality educational outcomes with low in-school variation in everything we do through a Guaranteed and Viable Curriculum. Our Strategic Plan has a major focus on building the capacity of every teacher to work collaboratively in Professional Learning Teams to provide differentiated learning challenges to every student. Improving numeracy, literacy and wellbeing are also key foci for all teachers.
Copperfield is a large provider of VET in Schools and a key member of the Brimbank VET Cluster. We are the lead school in a Technical Trade Centre, hosting VET Automotive, VET Electrotechnology and a range of other VET subjects. The College also emphasises the importance of a robust co-curricular and student leadership program. Copperfield has managed to sustain a stable International Student Program and there are currently 36 international students across the College. English as an Additional Language (EAL) is taught at all campuses as are two LOTEs, one of which is supported by a 20+ year old sister school relationship with Fuji Junior High School in Japan.
The positions advertised are not tagged to a particular campus. Employees at Copperfield are placed according to student learning needs and every year have the opportunity to request campus changes.
Vision
At Copperfield College, parents, students and staff will work as a collaborative learning community to motivate, challenge and set high expectations for each other. Our engaging learning environment will inspire in all students a passion for learning and a commitment to creating opportunities for themselves and others.
Mission
Empowering every student to aspire and achieve.
Values
At Copperfield College we value:
Growth
Copperfield College is and always has been committed to Child Safe Standards.
Selection Criteria
SC1
Demonstrated high level understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to provide leadership in the alignment of these areas.
SC2
Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learning.
SC3
Demonstrated high level ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.
SC4
Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.
SC5
Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.
Role
Leading Teachers at Copperfield College are instructional leaders dedicated to the professional growth of all staff and the academic and personal success of all students. As highly skilled classroom practitioners, they take on leadership and management responsibilities commensurate with their salary range.
Leading Teachers work collaboratively with staff both in and out of the classroom to build their capacity to consistently implement the College's models for Curriculum, Instruction and Assessment, and Wellbeing. They set and uphold high expectations for themselves, just as they do for all staff and students.
Committed to their own continuous professional growth, Leading Teachers play a key role in cultivating a culture of excellence across the College. Copperfield College is equally committed to investing in the development of all members of the Leadership Team, ensuring they are equipped with the skills and knowledge required to grow the leadership capacity of others.
The role statement below outlines the core leadership responsibilities shared across all leadership positions, along with the specific key focus areas and accountabilities of the role.
Please refer to the state-wide role statement which follows in this document. Applicants feel free to contact the College Principal, with enquiries.
State-wide Role Description
Leading Teachers will be outstanding classroom teachers who undertake leadership and management roles commensurate with their salary range.
The objective 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. Leading Teachers also ensure a Child Safe School Environment.
The
Disability Inclusion Leading Teacher
plays a pivotal role in driving Copperfield College's transition to the Disability Inclusion model. This role ensures that all students with disabilities and additional needs are supported through evidence-based practices, targeted resourcing, and a culture of high expectations. The position requires strong leadership, collaboration, and expertise in inclusive education to build staff capacity and improve outcomes for students.
Team Involvement
Pillar Principals
Disability Inclusion Team
Key Learning Area (KLA) Teams
Curriculum Leading Teacher Team
Campus Student Management Teams
Campus Student Wellbeing Teams
Careers/Pathways Team
Leadership Team
Responsibilities
Leading Teachers are expected to perform the following duties:
Are responsible for demonstrating and modelling an outstanding level of teaching.
Are expected to make a significant contribution to policy development relating to teaching and learning in the school. They also manage major curriculum or student activities across the school with a high degree of independence.
Are expected to have a direct impact and influence on the achievement of the school goals. These teachers provide professional support to teaching staff.
Are expected to ensure a Child Safe School Environment.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the School Strategic Plan. Typically, leading teachers are responsible for coordinating a large number of staff to achieve improvements in teaching and learning. Their focus is on the introduction of changes in methods and approaches to teaching and learning. However, they will also be responsible for the management and leadership of a significant area or function within the school to ensure the effective development, provision and evaluation of the school's education program.
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 functions.
Leading and managing the implementation of the school policies related to student wellbeing 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 final form of any curriculum proposals for school council consideration.
Developing and managing the school code of conduct.
Key Responsibilities
Leadership
Lead the Disability Inclusion Team, including the Disability Inclusion Administration Officer, Education Support staff, and specialist service providers.
Oversee the transition from the Program for Students with Disabilities (PSD) to the Disability Inclusion Initiative.
Provide advice and expertise to staff on differentiated teaching and learning strategies for students with disabilities or additional needs.
Embed inclusive education practices within the College's strategic planning, curriculum design, and recruitment processes.
Student Support and Planning
Establish and lead Student Support Groups (SSGs) for students with a Disability Inclusion Profile or those who may benefit from one.
Facilitate Disability Inclusion Profile (DIP) applications, ensuring clear communication with parents, students, staff, campus leaders, and Principal Class Officers.
Lead the development, implementation, and monitoring of Individual Education Plans (IEPs) each term for Tier 3 and future DIP students.
Maintain an accurate, up-to-date database of student information aligned to Disability Inclusion tiers.
Work collaboratively with allied health professionals, external wellbeing providers, and the College's Student Support Services key contact.
Capacity Building and Professional Learning
Organise and deliver professional learning to build staff capability in inclusive education and differentiated teaching.
Prepare and facilitate Disability Inclusion–focused Campus Professional Learning Team (PLT) meetings.
Promote a culture of high expectations and aspirations for all students, ensuring their individual learning needs are met.
Collaboration and Whole-School Engagement
Partner with Learning Area Leaders to design, implement, and embed a differentiated curriculum, including modifications to assessment tasks and reasonable adjustments.
Collaborate with Student Wellbeing, Student Management, and external service teams to provide integrated support for students.
Lead the promotion and communication of Disability Inclusion initiatives across the College community, raising awareness of inclusive practices.
Compliance and Administration
Conduct the annual Nationally Consistent Collection of Data (NCCD) on School Students with Disability.
Attend relevant KLA, Curriculum, Student Management, and other leadership meetings as required.
In consultation with the Principal, manage the Disability Inclusion Program budget.
Undertake other duties as directed by the Principal.
Child Safety and Wellbeing
Promote and uphold the College's commitment to child safety and wellbeing in accordance with Ministerial Order **** and the Child Safe Standards.
Ensure all curriculum and assessment practices are designed to foster an inclusive, supportive, and safe learning environment for all students.
Work collaboratively with key stakeholders to maintain and review the College's child safety policies and practices.
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, LGBTI
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