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Leading Teacher - Disability Inclusion

Job posted: 05/08/2022
Applications close: 18/08/2022 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Gippsland | Traralgon

Job type: Full time / From 05/09/2022 - 05/09/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1290220

Reference: 1290220

Occupation: Teacher

Salary Range: Salary not specified

Work location: Gippsland | Traralgon

Selection Criteria

SC1      Demonstrated 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.

SC2      Demonstrated 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.

SC3      Demonstrated 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.

SC4      Demonstrated 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.

SC5      Demonstrated 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.

SC6      Demonstrated skills, knowledge, and experience in supporting students, families, teaching and support staff to improve outcomes for students with a disability/learning need. Including writing of funding applications, IEPs, holding SSG meetings and collaboratively working with regional staff and other support agencies.

Role

A Disability Inclusion Leader will 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.

The Disability Inclusion Leader will 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.


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

Disability Inclusion 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
  • play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
  • 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 students with disability and additional needs have a learning mentor (they may also act as a learning mentor)
  • promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
  • embed inclusion and disability expertise in strategic planning and recruitment practices of the school
  • embed evidence-based inclusive education and human rights obligations into school policies and plans
  • act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
  • ensure full use of assessment for learning


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 policies and practices;
  • Leading and managing the implementation of the school operations and policies related to student welfare 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 development of proposals for school council consideration;
  • Developing and managing the school code of conduct.

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 and Training 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.

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

DET 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

Other Information

A Disability Inclusion Leader will 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.

The Disability Inclusion Leader will 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.

  • 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
  • play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
  • 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 students with disability and additional needs have a learning mentor (they may also act as a learning mentor)
  • promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
  • embed inclusion and disability expertise in strategic planning and recruitment practices of the school
  • embed evidence-based inclusive education and human rights obligations into school policies and plans
  • act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
  • ensure full use of assessment for learning

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

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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

At Traralgon College we are focused on achieving our purpose of “Growing together as adaptable, confident, successful learners and citizens”. This is supported by a well-developed vision which describes what our students will do, how our staff work, individually and in teams, and how our leaders work.  Our college is focused on working in highly effective teams and we believe in these teams taking collective accountability for the learning, wellbeing and pathways of our students.

Our college values which we believe support the achievement of our purpose and vision are:

·         Respect for self, others and our environment,

·         Responsibility to strive for success,

·         Resilience to take on new challenges.

Our curriculum is planned using the Understanding by Design framework and we are focused on supporting student growth through inquiry learning and a positive and supportive learning culture. We emphasise the need to plan for deep learning and to plan for and teach the learning behaviours we look for in our students. The College’s Positive Behaviour Support program and Berry Street Education Model frames an emerging practice that is having a positive impact on our school's environment.

Traralgon College is the sole government secondary provider in Traralgon, situated at the eastern end of the Latrobe Valley in Gippsland. The college has an enrolment of approximately 1100 students across our two campuses. In 2022 our Shakespeare St campus will consist of years 7 and 8, with our Grey Street Campus consisting of years 9 to 12 including VCAL students. Our two campuses are approximately 4 km apart. 

Fortunately, the college is currently in the early stages of the Traralgon College and Latrobe Special Development School Regeneration Project. Since 2018, the Victorian Government has committed more than $30 million for this project, which will provide local students with safe and nurturing state-of-the-art education facilities. The funding will be used to upgrade and modernise our Grey Street campus and build a new VCE Centre. The new centre will feature a variety of teaching and learning areas, including a creative space and presentation space. We will begin construction on Stage 1 of the project in mid-2021 and finish in mid-2022. Stage 2, which will include a new administration building, library, a Years 9 and 10 building, and a science building, is due for completion by the end of 2023.

Our ambition is to be the school of choice for students and parents in Traralgon. We are also creating a destination for teachers and leaders to develop their practice within a dynamic, professionally challenging, stimulating and rewarding environment.

Our community is a relatively diverse community in socio economic terms drawing on students from Traralgon as well as the surrounding smaller towns. We cater for many students from disadvantaged families as well as those from better off situations, as reflected by our SFOE Index of 0.53.

The college offers a curriculum which progresses from a core curriculum at years 7 and 8 to a core with electives at years 9 & 10 and an extensive VCE and VCAL program with internal and external VET options at years 11 & 12. At our Shakespeare Street campus, we are moving towards a ‘studies of Asia’ focus and building a Chinese language program with support of Confucius Classroom teaching assistance. We offer a range of extra-curricular programs similar to most other larger secondary colleges, as well as, international travel opportunities with our sister school in China and through programs such as the Global Challenge. We also offer an award winning Wakakirri program that is a true college collaboration.

The College provides a comprehensive and inclusive curriculum with a range of pathways to meet the interests and needs of a wide variety of students. Literacy, numeracy and ICT are integrated into the teaching and learning program, and a wide range of VCE and VET studies are offered to our senior students, including VCAL provision, and access to School Based Apprenticeships.

We support students who are at risk of disengagement with a Hands on Learning program at the Shakespeare Street Campus and with alternative programs at years 8, 9 and year 10. At Traralgon College we have a 1:1 laptop program for all students to support inquiry and use of ICT in the classroom.

The college is led by a principal team with a College Principal across both campuses and a Campus Principal and Assistant Principal at each campus. Together with the leading teachers and learning specialists, they form the college and campus leadership teams. Staff employed at Traralgon College are employed on a college basis and may from time to time be transferred from one campus to the other in line with the college’s needs.

Leading Teacher - Disability Inclusion

Job type:

Full time / From 05/09/2022 - 05/09/2025

Job classification:

Not provided

Contact:

John Freyne | 5176 2240

Leading Teacher - Disability Inclusion