1. Substantial experience in teaching students with additional learning or wellbeing needs in a relevant setting and preferably experience working with schools in the area of student learning, engagement and wellbeing.

2. Demonstrated capacity to work within a collaborative, multidisciplinary professional team and contribute significantly to the achievements of the team.

3. Demonstrated ability to design, deliver or broker professional learning for teachers and other relevant professionals, on relevant topics such as physical disabilities, health impairments, additional learning needs, and appropriate teaching and learning strategies delivered in part via tele-practice where relevant.

4. Demonstrated excellent teaching and learning skills, and substantial experience in establishing successful curriculum development strategies to improve student learning outcomes, and to promote full access and inclusion for students with physical disability and/or autism spectrum disorder, vision and hearing impairment.

5. Demonstrated high level communication skills, networking and interpersonal skills, including the ability to liaise effectively with a wide range of people in the education community and agencies on complex matters.

Visiting teachers undertake a variety of roles and responsibilities that may include (but are not limited to):

• Building the capacity of school leaders and teachers to implement inclusive practices including the adjustment of curriculum / learning programs to meet the diverse needs of learners in their schools.
• Providing specialist advice and support to school staff to support the teaching of students with physical disability, health impairment, vision impairment, hearing impairment or students on the autism spectrum.
• Assisting schools in the planning, development, delivery and evaluation of curriculum to ensure full access and inclusion for students with physical disability and/or health impairment, hearing impairment, vision impairment, and Autism Spectrum Disorder.
• The promotion of effective specific teaching and learning practices and skills to bring about sustained change in classroom practice.
• Assisting the class teacher to modify curriculum and physical environment where required.
• The use of innovative technologies in program delivery to improve access and inclusion to the curriculum for eligible students. This will include the delivery of visiting teacher intervention strategies via tele-practice, where relevant.
• Providing educational services to students from pre-school transition to VCE.
• Working collaboratively with key stakeholders to ensure a coordinated approach to promoting access and inclusion related initiatives, liaising with relevant personnel within the region and participating in other related projects.
• The provision of case support and assistance to other visiting teachers and regional staff in the area of physical disability, health impairment, vision impairment, hearing impairment or autism spectrum disorder.
• Undertake other duties related to supporting students with disabilities and impairments, as requested by the Manager, in response to changing priorities or new initiatives.

Teachers with Special Education Qualifications.

Teachers currently registered with the Victorian Institute of Teaching (including current police record check) with a recognised special education qualification or demonstrated experience in teaching students with impairments.

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.

Job share applicants will be considered.

About the Department

The Department leads the delivery of education and development services to children, young people and adults both directly through government schools and indirectly through the regulation and funding of early childhood services, non-government schools and training programs.

Information about the structure of the Department, including details about each of our Ministers, key staff, regional offices, strategy and annual reports are available at: http://www.education.vic.gov.au/about/department/Pages/default.aspx

Role Context

Schools and Regional Services comprises 17 Areas within four regions across the state, as well as four central Divisions. The responsibilities of Schools and Regional Services include:

• service delivery including performance, contract management, funding delivery and acquittal
• program implementation including detailed implementation planning and delivery
• local area engagement, advice, support and partnerships
• workforce capability development, professional practice leadership and delivery
• emergency management including critical incident response
• supporting strong regional partnerships with early childhood services, schools and other education providers to deliver high-quality services and outcomes with a 0-18 focus.

The regional model is designed to:

• connect between central government policy and the delivery of high quality services to Victorians
• drive outcomes across all stages of learning through expert advice and support
• connect with families, service providers, schools and communities
• lead, collaborate and partner at a local level to overcome social and economic challenges facing our communities, towns and cities
• deliver health, wellbeing and support services to children, young people and their families to assist them in their learning and development
• improve connectedness and transitions between important points in a child’s life - such as between early childhood, kindergarten, school and tertiary education
• assist and support children and young people who are vulnerable, disengaged, and those with disabilities or challenging behaviour.