Learning Specialist 3 – Disability Inclusion
Department of Education Victoria – Koroit VIC
14 days ago, from Department of Education & Training Victoria
Hume 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 centre
Fully productive school and kitchen gardens where students learn horticultural and environmental sustainability skills
A well-equipped food technology centre
A school café
A visual arts room and project room
Traffic safety education course and teaching facilities
An eLearning Centre
First Aid and change-room facilities
Fully accessible and inclusive learning spaces
Our Visionis 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.
Values– Respect, Responsibility and Resilience.
At the centre of the school's values are expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.
Teaching and Learning
The 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; Years 11 and 12 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 enables inclusive and flexible approaches to learning to accommodate various learning styles and special needs.
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 programmes are based on the student's abilities, strengths and interests, with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.
Specialist programmes are provided in 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 *****).
Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training also exist.
All programmes focus on developing literacy and numeracy, behaviour and social skills, creative and recreational skills; older students also develop independence and work/industry skills.
Enrichment programmes include travel training, community access (excursion) and engaging community connections and mentoring programs.
School Community
Parents, staff, students and the wider community work cooperatively to ensure a safe, professional approach to delivering quality education.
Parent and community group programmes and activities are facilitated within the school to support families in coping with the challenges of nurturing children with disabilities.
These include regular parent group meetings, events and information sessions.
A well-resourced therapy team and a student well-being team support students and families across the school and coordinate the consistent application of School-Wide Positive Behaviour Support and Trauma-Informed policies.
The school has a strong history of meeting students' needs, providing a supportive learning environment in which students feel secure and develop self-esteem through success.
Selection Criteria
SC1Demonstrated expert knowledge of the relevant curriculum and the ability to model exemplary teaching practice, including literacy and numeracy across the curriculum, and implement school priorities.
SC2Demonstrated expertise in the implementation and modelling of high-impact teaching strategies that respond to student learning needs, and the ability to support teachers to evaluate the impact of learning and teaching programmes.
SC3Demonstrated exemplary ability to model monitoring and assessment of student learning, support colleagues in using data to inform practice, and provide feedback to students and parents.
SC4Demonstrated exemplary interpersonal and communication skills, collaborative relationships with students, staff, parents and the community to support learning, agency, wellbeing and engagement.
SC5Demonstrated ability to model behaviours and attitudes consistent with Department values, and support others to reflect on practice and facilitate professional learning.
Role
Learning Specialists are highly skilled classroom practitioners who spend the majority of their time delivering high-quality teaching and learning.
They undertake responsibilities related to expertise, including demonstration lessons, observing and providing feedback to teachers, and facilitating professional learning.
The role aims to model excellence, mentor and coach teachers, and build excellence in teaching within the Teaching Service.
Responsibilities
Demonstrate high-level expertise in teaching and learning practice.
Model exemplary classroom practice, including teaching demonstration lessons.
Collaborate with leadership to develop a shared view of effective teacher practice.
Lead and model whole-school improvement strategies related to curriculum planning and delivery.
Play a key role in professional learning: develop observation and feedback protocols and support peer collaboration.
Model effective learning practice and support teachers to analyse and act on feedback.
Provide evidence-based feedback to teaching staff to inform effectiveness and development.
Offer expert advice on context, processes, and strategies shaping individual and school professional learning.
Supervise and train student teachers; mentor and/or coach teachers.
Model exemplary use of student data to inform teaching approaches.
Develop and promote school-wide professional learning structures, processes and protocols through Professional Learning Communities.
Model exemplary professional learning practice, seeking feedback from peers and leaders to improve practice.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching who are qualified to teach and/or have demonstrated experience in the specified curriculum area(s).
Diversity and Inclusion
The department is committed to diversity and inclusion and building a workforce representative of our community.
The values encompass culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply.
The department provides reasonable adjustments for staff with disability and offers flexible work arrangements.
Additional support and advice are available from the Koorie Outcomes Division.
Applicants seeking part-time employment can negotiate reduced time fractions on a case-by-case basis subject to operational requirements.
Child Safe Standards
Victorian government schools are child-safe environments.
All staff are committed to protecting students from abuse or harm, fulfilling legal obligations under child safe standards.
DE Values
Employees commit to the Department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
Other Information
Please ensure that your application includes:
A cover letter addressed to the Panel.
A resume with relevant experience and personal details (name, address, email, contact numbers).
A section addressing the Key Selection Criteria individually.
Names and contact details of at least two referees.
Please note that the Selection Panel may seek additional referees beyond those you name.
As this vacancy is an ongoing position, an external applicant without an approved special education qualification may be offered fixed-term employment not exceeding three years.
This vacancy is 4 days in class, 1 day out.
Qualification Requirements
The person must have provisional or full registration approved by the Victorian Institute of Teaching.
If the person completed an Australian postgraduate-level initial teaching program after 1 January ****, they must have satisfied the accreditation requirements of the Australian Institute for Teaching and School Leadership.
A Victorian Initial Teacher Education (ITE) graduate after 1 July **** must have passed the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) where required.
Details of qualification requirements are updated from time to time and can be found in the Recruitment in Schools information.
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