Location Profile Organisational Environment The role of the Department of Education and Training is to support Victorians to build prosperous, socially engaged, happy and healthy lives. It does this by supporting lifelong learning and healthy development, strengthening families and helping to equip people with the skills and knowledge for a 21st century economy and society. The Department's responsibilities cover three overlapping stages of life: Early childhood development (birth to eight) - covering health, learning and development services School education (five to eighteen) - covering primary, secondary and special school services for children and young people from Prep to Year 12 Higher education and skills (fifteen and over) - covering higher education, vocational education and training, apprenticeships and traineeships, and adult, community and further education. The goal over the next decade is to place Victoria¿s education and development outcomes into the global top tier. Four areas of focus that will contribute to measurable improvements are: Achievement ¿ raise standards of learning and development achieved by Victorians using education, development and child health services Engagement ¿ Increase the number of Victorians actively participating in education, development and child health services Wellbeing ¿ Increase the contribution education, development and child health services make to good health and quality of life for all Victorians, particularly children and young people Productivity ¿ Increase the economic and social return on expenditure on the Department¿s services. The Department currently comprises of the following structure: Eight central business areas ¿ Early Childhood Education; School Education Programs and Support; Higher Education and Skills; Policy, Strategy and Performance; Schools and Regional Services; Financial Policy and Information Services; Victorian School Building Authority; and People and Executive Services Four Departmental regions ¿ North-Eastern Region; North-Western Region; South-Eastern Region; and South-Western Region Three independent statutory authorities: the Victorian Curriculum and Assessment Authority (VCAA), the Victorian Registration and Qualifications Authority (VRQA) and the Merit Protection Boards (MPB). Staff work in a diverse range of roles across the Department. The Department recognises that its people are its greatest asset, and having the right people and culture are integral to fulfilling our goals. The Department strives to be an organisation that respects the skills and contribution of its people, and values innovation and collaboration. The Department also works in conjunction with the following statutory bodies: Adult, Community and Further Education Board; Children's Services Coordination Board; Disciplinary Appeals Boards; Victorian Children's Council; and Victorian Institute of Teaching. Further information about DET is available at www.education.vic.gov.au Role Context Schools and Regional Services comprises 17 Areas within four regions across the state, as well as four central Divisions. The responsibilities of 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. The Area-based regional operating model is designed to: Provide greater responsiveness, innovation and joined-up responses to local needs Enable a focus on place as an organising structure for schools and other services Enable regional staff to engage more effectively with our service providers, schools, students and learners, families and local communities, and to understand what they need Facilitate better relationships and collaborative networks that more effectively support learners to move more seamlessly through our education system and beyond Enable complex issues to be addressed through more targeted, integrated and coordinated responses. Each region also includes two central Divisions led by an Executive Director. The Early Childhood and School Support Division works closely with Education Area Executive Directors and key central office program areas to lead professional practice and coordination across the region relating to: early childhood and school services and support funding and oversight of early childhood services 0-18 health, wellbeing and engagement support regional financial management. The School Improvement Division works closely with Education Area Executive Directors and key central office program areas to lead professional practice and coordination across the region relating to: school improvement 0-18 provision and planning 0-18 youth pathways transitions regional operations and emergency management. Selection Criteria 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.Demonstrated capacity to work within a collaborative, multidisciplinary professional team and contribute significantly to the achievements of the team.Demonstrated ability to design, deliver or broker professional learning for teachers and other relevant professionals, on relevant topics such as hearing impairment, disabilities,additional learning needs, and appropriate teaching and learning strategies delivered in part via telepractice where relevant.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, health impairment and vision impairment.Highly developed conceptual and analytical skills, particularly in advising on and supporting the teaching and learning, access and inclusion needs of students with one or more of physical disability, health impairment and vision impairment.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. Role The Visiting Teacher Service provides leadership for teachers and schools in the provision of effective curriculum and pedagogy to support student engagement, access and inclusion for students with disability or impairment in the areas of physical disability, health impairment, autism, vision impairment and hearing impairment.The role of the Visiting Teacher is to assist schools to develop and implement appropriate educational programs, modifications and support for referred students. Visiting teachers liaise with referred schools and students to assist in implementing inclusive practices. A component of the role could include service delivery via telepractice. Responsibilities 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 one or more of physical disability, health impairment, autism, vision impairment and hearing impairment.Assisting schools in the planning, development, delivery and evaluation of curriculum to ensure full access and inclusion for students with one or more of physical disability, health impairment, autism, vision impairment and hearing impairment.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 telepractice, where relevant.Working collaboratively with key regional personnel 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, autism, vision impairment or hearing impairment.Undertake other duties related to supporting students with disabilities and impairments, as requested by the Manager, in response to changing priorities or new initiatives. Who May Apply 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¿ braille. Preference will be given to applicants who have an approved special education qualification ¿ vision. Job share applicants will be considered. EEO AND OHS Commitment 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 education.vic.gov.au 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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 Other Information Appointment of the successful applicant will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first three months of employment and induction and support programs provided. The successful candidate must have a current Victorian Motor Vehicle driver¿s licence and use of own vehicle and will be required to undertake travel with in the region. 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.