Applications close Wednesday 26 February 2025 at 11.59PMOverviewWork type: Full time Salary: Salary not specified Grade: Learning Specialist Range 3 Occupation: Education and Training Location: Northern Metropolitan Reference: 1465379Location ProfileHume Valley School is a special school with a current enrolment of 372 students from 5 to 18 years of age.
The school population represents a broad range of socio-economic and multicultural backgrounds.The main school campus in Koroit Avenue accommodates students from Prep to Year 2 and Year 7 to Year 10.
Our newly established Narrun Campus, co-located with Dallas Brooks Community Primary School, accommodates our students from Year 3 to Year 6, inclusive, and our Tanderrum Way campus, co-located within Hume Central Senior Secondary College, caters for our Years 11 and 12 students.School facilities include:a large gymnasium, stage and performing arts centrefully productive school and kitchen gardens in which students work and learn horticultural and environmental sustainability skillsa well-equipped food technology centrea school cafea visual arts room and project roomtraffic safety education course and teaching facilitieseLearning CentreFirst Aid and change room facilitiesFully accessible and inclusive learning spacesOur Vision is to create an inclusive, safe, respectful and engaged learning community where all students are motivated and enabled to maximise their social, personal, educational and post-school potential.ValuesThe school values, Respect, Responsibility and Resilience are embedded in all school policies and practices.
At the centre of the school's values are the expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.Teaching and LearningThe school community is committed to creating a vibrant educational environment where students and their learning are highly valued.The Prep to Year 9 curriculum is based on the Victorian Curriculum, Year 10 students participate in a Pathways pre-vocational course, while Year 11 and 12 students undertake Foundation Level VPC, a range of VET in Schools subjects and School Based Apprenticeships.The school offers individual educational planning for each student.
The comprehensive curriculum is designed to enable inclusive and flexible approaches to learning to accommodate the various learning styles and special needs of all students.Personal Learning Support Plan Goals are set at the Student Support Group meetings held at the beginning of the year and reviewed throughout the year.
The individually planned programs are based on the student's abilities, strengths and interests with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.Specialist programs are provided in the areas of Visual Arts, Performing Arts, Instrumental Music, Physical Education and Inter School Sport, Traffic Safety Education, Outdoor Education, Food Technology, Gardening and environmental sustainability (Prep to Year 9) and Horticulture (Years 10 to 12), Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training.All programs focus on the development of literacy and numeracy skills, behaviour and social skills, creative and recreation skills and for older students, independence and work/industry skills.
Enrichment programs include travel training, a community access (excursion) program and the highly engaging community connections and mentoring programs.School CommunityThe Hume Valley School Community, parents, staff and students, work cooperatively to ensure a safe, professional approach to providing a quality education.Parent and community group programs and activities are facilitated within the school to provide support for families in coping with the challenges of nurturing children with disabilities.
These programs include regular parent group meetings, events and information sessions.A well-resourced therapy team and a student wellbeing team provide support to students and their families across the school and coordinate the consistent application of School Wide Positive Behaviour Support and Trauma Informed policies and practices.The school has an excellent history of achievement in meeting the needs of the students.
It provides a supportive learning environment in which the students feel secure, and develop self-esteem by experiencing success.Selection CriteriaDemonstrated high level experience in inclusive education practice (teaching and learning), building school staff capability and developing processes for observation and feedback of teacher practice and peer collaboration.Demonstrated experience planning, implementing and evaluating evidence-based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development.Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to teaching students with disability and diverse learning needs in a range of school settings.Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victorian curriculum, and support teaching staff with effective strategies to engage with parents and families, including reporting on student progress.Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.Ability to provide leadership, professional learning and coaching that informs and influences the work of others involved in the engagement and wellbeing of children and young people.ContextThe Disability Inclusion reform agenda announced in the 2020/21 State Budget will invest more than $1.5 billion into the Victorian Education system over four years.
This investment will support the Department of Education (the Department) to further improve outcomes for schools and students with disability and diverse learning needs.
A key initiative under the reform is the Inclusion Outreach Coaching initiative, which supports schools to implement inclusive practices, guided by Inclusion Outreach Coaches (Learning Specialists).ClassificationTeacher Class (Learning Specialist) - Range 3The successful applicant will be a highly skilled classroom practitioner who continues to spend the majority of their time in schools and classrooms 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 Specialist class employees 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.For more information on the responsibilities of a Learning Specialist Range 3 employee, please visit:Inclusion Outreach Coaches are based in specialist schools and partner with mainstream schools for defined periods, to provide coaching support to school leadership and staff aimed at strengthening inclusive practices.
Coaches partner with the schools to increase their capability to implement preventative, evidence-based strategies that benefit all students.
Together, the coach and school use data to identify a goal to work towards and plan and monitor for improvement and sustainability.
Coaches collaborate with Departmental regional team members in a team-based response to the identified need.
There is an emphasis on Tier 1 preventative, system change practices.
Coaches do not work directly with students or provide individual student support.
Coaches will undertake training to support schools in data-based decision making and using a Multi-tiered System of Supports.
Coaches use a hybrid delivery model, so travel will be required.ResponsibilitiesDemonstrating high-level expertise in teaching and learning practice and modelling exemplary practice and values in inclusive education, to support the development of an inclusive school culture.Delivering high quality, explicit technical advice and coaching support on best-practice for educators to effectively engage students in inclusive classrooms, so that they reach full participation.Supporting the school-based leadership team to use whole-school data and establish processes and/or systems to help identify how to make and embed school-wide adjustments to develop a high performing, inclusive school culture that is conducive to delivering inclusive practices.Playing a key role in implementing professional learning, including through coaching, and supporting schools to design, implement and monitor interventions delivered through a multi-tiered system of supports framework.Modelling effective inclusive education whole school and classroom practices and supporting teachers to seek, analyse and act on feedback on their practice.Providing leadership and professional learning to others, such as school leaders and teachers to help ensure quality inclusive practices are provided by schools to improve students' learning and developmental outcomes.Maintaining professional competence and attend ongoing professional learning, including attending professional development coaching activities throughout the year.Maintaining active involvement in Inclusion Outreach Coaching Communities of Practice for educator and coaching workforces.Collecting and analysing implementation and evaluation data of the Inclusion Outreach Coaching initiative and liaising with the Regional Inclusion Outreach Coordinator to respond to identified needs.Additional Area ResponsibilitiesOperating in collaboration with the Department's Area teams, this role will also have the following Area responsibilities:Using rigorous problem-solving procedures to identify and respond to school and school-based staff need; and coaching others to do so.Delivering both inclusion in-reach and outreach models of support to ensure the adoption and effective implementation of inclusive practices across a range of school settings.Collecting, analysing and using data effectively to monitor and report the measurable impact of the inclusion in/outreach practices being implemented in collaboration with the Regional Inclusion Outreach Coordinator.Partnering and collaborating with other coaches and workforces within the Health, Wellbeing and Inclusion and School Improvement teams in a multidisciplinary approach.Maintaining connectedness and capability support within the hiring specialist school (equivalent to one day per week) through:dedicated time to work with specialist school learning specialists and leadership teamscoaching educators in specialist school classroomsattending specialist school meetings where appropriateensuring evidence-based inclusive education practices are embedded within the hiring specialist school.Who May ApplyRequiredApplicants must:Currently hold registration or be 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.A graduate or postgraduate qualification in special/inclusive education and/or disability.Experience in, or understanding across various school settings.Demonstrated experience in inclusive education.Demonstrated experience working with students with disabilities and diverse learning needs.Other Relevant InformationA current driver's licence is mandatory, and a capacity to access private transport with approved comprehensive insurance cover.Successful applicants are subject to a satisfactory criminal record check prior to employment.
New DE employees are required to meet the cost of the criminal record check.Please ensure that your application includes :A section that addresses the key selection criteria.A resume including relevant experience as well as personal details (name, email and telephone numbers.
)Names and contact details (telephone and email if possible) of two referees who are able to attest to the claims made in your application.Please note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.EEO AND OHS CommitmentApplicants 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.Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via Safe StandardsVictorian 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: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:Please ensure that your application includes:A cover letter addressed to the Panel.A resume including relevant experience as well as personal details (name, address, email and contact numbers)A section addressing the Key Selection Criteria individuallyNames and contact details (email preferable) of at least two refereesConditions of EmploymentAll 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.VIT LANTITETo 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.Applications close Wednesday 26 February 2025 at 11.59PM#J-18808-Ljbffr