Senior school leaders model fair, equitable and respectful treatment of all in the schooling
community, leading by example to follow ethical values and behaviours.
Senior school leaders seek coaching and professional learning opportunities for themselves and
all staff to build their knowledge about inclusive practices and the skills required to
implement them. They build the capacity of all staff in understanding how to best support the
diverse needs of students with disability from a whole-school perspective (including specialist
services) as well as implementing strategies that effectively respond to harassment,
victimisation and discrimination.
Teachers are regularly encouraged by senior school leaders to collaborate with colleagues in
evaluating their practice and engage in learning opportunities that help them to provide
individualised teaching and learning and assist in the implementation of reasonable adjustments.
Senior school leaders ensure that all staff are informed of their obligations as outlined in the
policies, procedures and codes of conduct related to inclusive education. Senior school leaders
implement inclusive strategies that effectively respond to harassment, victimisation, and
discrimination for all learners.
Senior school leaders empower teachers to collaborate with colleagues to evaluate and reflect on
practice and seek opportunities to improve equitable educational experiences within their
- Role model ethical values and inclusive leadership to support all staff, students,
guardian/s and associates, and the broader community to create an inclusive school
- Seek professional learning related to the DSE and inclusive school management or
- Ensure inclusive practice strategies are embedded amongst internal professional learning
within the school.
- Make available professional learning opportunities to all teaching staff to enhance
their practice and pedagogy that will support students with disability and implement a
range of reasonable adjustments.
- Make available professional learning opportunities to all staff to enhance their
understanding and ability to address any grievances relating to harassment,
victimisation and discrimination of students with disability.
- Ensure all staff understand their responsibilities as outlined in the policies,
procedures and codes of conduct related to inclusive education, e.g., that consultations
must take place before any reasonable adjustments are implemented for a particular
- Provide leadership coaching and feedback to middle leaders to assist in the development
of inclusive, equitable leadership capabilities and behaviours.
- Role model ethical values and inclusive leadership to support all teaching staff, support
staff, students, guardian/s and associates, and the broader community to create an inclusive
school culture. Seek out professional learning related to equitable education practices and
inclusive leadership to develop expertise.
- Maintain an understanding of all legislative responsibilities, and school-level policies,
procedures and codes of conduct, related to inclusive education; ensuring teaching staff
remain aware of their ongoing responsibilities.
- Lead the implementation of the school’s bullying and discrimination policy, and support
staff to address grievances related to bullying; for example, through professional learning
and one-on-one coaching.
- Provide coaching and feedback to teaching and support staff to enhance their curriculum
design and pedagogical approaches to support students with disability.
- Empower teaching and support staff to evaluate their practice and take up professional
learning to improve inclusive teaching and learning as well as implementing a variety of
reasonable adjustment strategies.
- Support the induction of new staff to understand the school’s vision and commitment to
inclusivity, and how this is implemented from a whole-school perspective.
- Support and provide guidance in how best to manage issues around harassment and
victimisation for all staff.