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Disability Inclusion Program Leader

Job posted: 08/07/2024
Applications close: 21/07/2024 (Midnight)
8 days remaining

8 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1422518

Reference: 1422518

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

SC1      Demonstrated expert knowledge of curriculum and pedagogy with highly developed knowledge of strategies to improve learning outcomes for students with additional learning needs. A proven capacity to operate as an outstanding classroom practitioner and instructional leader with experience in effectively teaching students with diverse learning needs.

SC2      Demonstrated outstanding organisational and administrative skills, and the proven capacity to meet timelines and accountabilities. The proven ability to manage resources effectively and efficiently. Experience maintaining clear and effective records and evidence and the ability to develop information systems to communicate information effectively to others.

SC3      Demonstrated exemplary ability to initiate, lead and manage the implementation of school priorities, especially in relation to Disability Inclusion. The proven ability to set and achieve goals independently and as a part of a highly effective leadership team, and the proven capacity to use data and evidence-based approaches to analyse and evaluate improvement initiatives. Demonstrated knowledge of and ability to apply VCAA/DET/school policies and guidelines with rigour and precision.

SC4      Demonstrated outstanding communication skills and the proven capacity to work constructively with all stakeholders to provide comprehensive and wholistic support for teachers that improves student learning outcomes.

SC5    Demonstrated exemplary interpersonal and leadership skills, including the proven 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 practice, respond proactively and decisively to feedback, and a proven commitment to their own professional learning and development.

Role

Learning Specialist ¿ General Role Description

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

  • Demonstrating high-level expertise in teaching and learning practice.
  • Modelling exemplary classroom practice including through teaching demonstration lessons
  • Working with the school leadership team to develop a shared view of highly effective teacher practice
  • Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
  • Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
  • Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice
  • Providing evidence-based feedback to teaching staff to inform their effectiveness and development
  • Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
  • Supervising and training one or more student teachers and mentoring and/or coaching teachers
  • Modelling exemplary use of student data to inform teaching approaches
  • Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
  • Modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

Specific duties for this role include, but are not limited to:

  • Building the capacity of and supporting teachers, support staff and leaders to differentiate and adjust curriculum and pedagogy to support the learning of all students.
  • Improving systems for teachers, support staff and leaders to access, analyse, interpret and respond to student learning data, in order to identify students with diverse learning needs and support their learning and transitions.
  • Working alongside teachers, support staff and student engagement leaders to ensure that they are implementing and documenting appropriate interventions, strategies and supports for students with diverse learning needs.
  • Overseeing Individual Education Plan (IEP) processes and supporting Sub-School Leaders and other staff to ensure IEPs are up to date, accessible and practical.

Responsibilities

Learning Specialist: Disability Inclusion Program Leader Responsibilities

  • ·       be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students
  • ·       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
  • ·       ensure the student has a voice in setting learning targets during the IEP process
  • ·       build staff capacity to understand, develop and implement IEPs
  • ·       ensure students with disability and additional needs have a learning mentor
  • ·       promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
  • ·       provide professional learning and support for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
  • ·       oversee and coordinate the Integration Aide Team.

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.

EEO AND OHS Commitment

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.  It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DE Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

Kambrya College is a co-educational Government secondary school in Berwick, Victoria, Australia. In 2024, we have a student population of over 2100 students. We offer a broad range of programs from Year 7-12, culminating in highly effective VCE (academic and vocational majors) programs in the senior years.  Our VCE results place us in the top 13% of Victorian Government Secondary Schools.

Our staff culture is one of both high expectations and collective efficacy. Our annual DET staff opinion survey results consistently show that we are 10-20% above the state average in all core indicators, such as school climate, collective efficacy, collective focus on student learning, and staff trust in colleagues. Overall, our staff survey results show that for school climate indicators we are in the top 10% of all Victorian Government Schools. Our College also has a strong focus on developing leadership skills for staff, and we have a broad range of leadership positions available for staff to progress their careers. We take particular pride in our approach to supporting and mentoring teachers who are new to the profession.

Kambrya College provides outstanding support and opportunities for all teachers to develop their skills. Our school culture is extremely positive, with Department of Education School Staff Survey results above the 90th percentile in many categories. For example, our ¿Staff Trust in Colleagues¿ component in 2023 was in the 92nd percentile in the state.

Graduate teachers are extensively supported to achieve their full registration with VIT, through a simple and streamlined process with extensive support. In addition to the regular 5% reduction, our beginning teachers have their teaching load further reduced to give them access to DE¿s ¿Career Start Program¿ which includes PD and additional mentoring.

The career opportunities at Kambrya College are vast. With a structured Leadership Development Program, one-to-one GROWTH coaching for all teachers and tiered opportunities for leadership and development, we have an extremely high staff retention rate.

In the Junior School (Years 7-9) we operate four vertical sub-schools which each reflect one of our core values (integrity, achievement, respect and compassion). Students join one of these four sub schools and remain in this sub school with their peers and a core group of teachers until the end of Year 9. Senior School students are still part of a sub school however they have their own separate buildings and facilities including a study room and access to a small kitchen.

Our College has a great range of facilities, including seven fully functional science laboratories, three kitchens (including one hospitality centre), a three court gymnasium complex, a 200 seat performing arts theatre, woodwork and systems technology rooms and art studios. The College has a strong focus on developing numeracy and literacy skills for all students and has a range of programs to support student development. To support aspiring athletes, the College also runs an Athlete Development Program and has recently constructed a new fitness centre to support their program. Our vocational training facilities for senior students include fully equipped centres for Building and Construction, Plumbing, Hairdressing, Beauty Services, Hospitality and Kitchen Operations, and Sport and Recreation Management. At the end of 2024 a stunning new two-story building will be opened, along with an extension to the science wing of two additional chemistry classrooms.

Kambrya builds and maintains strong international connections with sister schools in Japan and Germany. Furthermore, the College facilitates a range of Australian based camps and experiences for students.

We have a strong focus on student health, engagement and wellbeing, and we are use a School Wide Positive Behaviour System to recognise student behaviours and create a culture of mutual respect.   We have a large Student Health, Wellbeing and Engagement Centre which hosts a range of clinicians and counsellors to support students.   We have a range of tailored programs to support both the emotional and academic development of our students.

Our annual Student Attitudes to School survey results demonstrate that we are a school on a strong trajectory of improvement, and in the last five years we have increased all measures significantly.  Many are now in the top 20% of the state, and some even in the top 10%. Overall, we increased from the bottom 49% in 2017 to the top 25% of all Victorian Government Secondary Schools in 2022.

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
Disability Inclusion Program Leader

Job type:

Full time / From 28/01/2025 - 26/01/2028

Job classification:

Learning Specialist Range 3

Contact:

Gayle Sparks | 03 9707 7607

Disability Inclusion Program Leader