SC1    Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the needs of children with a disability. 

SC2    Demonstrated experience in planning for and implementing high impact teaching strategies across a variety of ages and abilities.

SC3    Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

This is a non-teaching role that is primarily responsible for managing Disability Inclusion as the Disability Inclusion Coordinator. 

A Disability Inclusion Coordinator may ensure students with disability and 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. They also work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists. A Disability Inclusion Leader/Coordinator plays a key role in coordinating the team around the learner.

These responsibilities can be spread across multiple staff, depending on how a school is organised and the mix of current roles and staff. For example, a school may divide leadership and coordination based responsibilities across two different staff members.

The Disability Inclusion Leader can play a key role in the school’s transition to Disability Inclusion, which can include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, and supporting school leadership to use Disability Inclusion funding to resource evidence based reasonable adjustments, for individual students and cohorts of students.

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.

Elliminyt Primary School is a highly inclusive, nurturing learning community that fosters life-long learning through motivated, responsible students who are engaged and involved in their learning environment.  We educate and nurture the ‘whole child’; developing academic, social and emotional competencies as part of the learning experience, supported by our core school values of Honesty, Respect, Personal Best and Responsibility.

English and Mathematics constitute the core of our curriculum program, as they are the building blocks on which other curriculum studies are built. All children will progress at different speeds, but the important thing is that they all work and learn to the best of their ability and feel appropriately challenged and successful in their learning. Teaching and learning programs are delivered through the flexible grouping of students that allows learning to take place at the appropriate level for each and every individual. Stimulating programs in areas such as The Arts, Physical Education, Science and Indonesian enrich the daily lives of all pupils.

Parents play a significant role in their child’s development as part of the Elliminyt Primary School community. When students enter our school in Prep (or any other level) we join with their parents in supporting their child through 7 years of education both academically as well as socially and emotionally. We are very fortunate to have an active, hard working Parents and Friends Association that enrich the experiences and opportunities we can provide for our students, working alongside our dynamic School Council.

We have high expectations for our entire school community in everything we do. We expect our students to be well behaved, be proud of their appearance and uniform and to be well mannered. Our approach to positive behaviour is proactive and centres on self-discipline, self-esteem, responsibility and reflective processes. With everyone working together our students enjoy learning and playing in a secure and safe environment.