2 days remaining
Location: Melbourne | Western Metropolitan
Job type: Full time / From 28/01/2025 - 18/12/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1436614
Ascot Vale Heights School is a state government P-12 school that caters for students diagnosed with an Intellectual Developmental Disorder.
We are deeply passionate about preparing young people to reach their full potential and become active and engage global learners.
AVHS provides evidence-based learning that maximises the independence of each person in an innovative and engaging and inclusive learning environment. It is located in the Travancore Estate of Ascot Vale.
The school offers excellent programs to promote the learning and independence skills of all students.
Specialist classes include Physical Education, Music, Art, and the Stephanie Alexander Kitchen and Garden Program.
Parents are engaged and actively participate in their children's education.
A number of information sessions and programs to support parents are held throughout the year.
For further information please visit https://ascotvalehs.vic.edu.au/
SC1 Demonstrated expert knowledge of the relevant curriculum and DE behaviour support initiaitves. Demonstrated ability to model exemplary teaching practice, including the teaching of positive behaviours and social skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
As a Behaviour Coach, you will play a vital role in assessing, developing, and implementing behaviour support plans for students with diverse learning needs. The key focus of your role will be in building teacher and ES capabilities in developing, implementing and reviewing these plans and developing functional thinking and practice. This will be achieved through a combination of peer observation, coaching, delivery of targeted professional learning, demonstration and modelling.
Responsibilities:
Conduct Functional Behaviour Assessments (FBA): Conduct comprehensive assessments to identify the factors influencing student behaviour and determine the function(s) of behaviour.
Develop Behaviour Support Plans (BSP): Design individualised behaviour support plans based on the results of FBAs, incorporating evidence-based practices and positive behaviour supports. Where FBA¿s are not required, support staff in collecting and using antecedent data to inform behaviour supports for students, and evaluate their effectiveness.
Collaborate with Educational Teams: Work closely with school leadership, teachers, support staff, and other relevant stakeholders to implement behaviour support plans effectively and ensure consistency and quality across classrooms. As part of this process, look for opportunities to include student voice into the development of behaviour support plans and the identification of behaviour goals.
Provide targeted Professional Learning: Present targeted professional learning to staff and teams on understanding environmental and context factors impacting student behaviour in classrooms, antecedent strategies to reduce the likelihood of disruptive behaviour, essential teaching and learning practices, and supporting the implementation of behaviour intervention plans.
Data Collection and Analysis: Collect and analyse data to evaluate the effectiveness of behaviour intervention plans and work with teachers/ teacher teams to make data-driven decisions to modify strategies as needed.
Progress Monitoring: Regularly monitor and document student progress in behaviour goals, providing ongoing feedback and support to teachers, educational teams and parents.
Collaborate with Families: In collaboration with school staff, develop positive relationships with families and involve them in the behaviour support process, providing guidance and strategies for home reinforcement.
Stay Informed on Research and Best Practices: Continuously update knowledge of current research, best practices, and interventions in the field of behaviour analysis, incorporating new techniques into practice as appropriate.
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.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
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).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Please note that this position holds a teaching load of approximately 3 days per week.
Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply.
Preference will be given to applicants who have an approved special education qualification.
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.
Full time / From 28/01/2025 - 18/12/2026
Learning Specialist Range 3
Nancy Sidoti | 9370 8906