SC1 Demonstrated ability to establish safe, respectful and positive relationships with children and young people, and to support their learning, wellbeing, confidence, participation and increasing independence.
SC2 Demonstrated knowledge, skills or experience in one or more areas relevant to the Expanded Core Curriculum. This may include education support, counselling, psychology, occupational therapy, youth work, disability support, assistive technology, digital accessibility, independent living, career education, recreation, social communication or a related field.
SC3 Demonstrated ability to plan and facilitate engaging individual or small-group learning, mentoring or skill-development activities that respond to students' strengths, interests, goals and support needs.
SC4 Demonstrated communication, collaboration and organisational skills, including the capacity to work effectively with teachers, families, Visiting Teachers, specialist colleagues and external partners; maintain appropriate records; and contribute clear feedback about student participation and progress.
SC5 Demonstrated initiative and reflective practice, together with a commitment to child safety, inclusive practice and ongoing professional learning. This includes the capacity to develop knowledge of blindness and low vision, accessible practice and the Expanded Core Curriculum.
The Support Skills Program Facilitator works as part of a multidisciplinary team to help students who are blind or have low vision build the specialist skills, confidence and connections needed to participate more independently at school and in the wider community.
This is deliberately a broad role. The successful applicant may bring experience from a classroom education support position, counselling or youth work, occupational therapy or psychology, disability and community services, assistive technology, digital accessibility, or another field that can enrich the program. Prior experience in vision impairment is welcomed but is not essential.
At Range 3, the employee will have responsibility for facilitating and, where appropriate, coordinating defined activities or specialist strands within SSP. They will exercise professional judgement within established program plans, policies and procedures, and may provide practical advice or skill development to colleagues in an area of expertise.
The role works under the direction of the SSP Coordinator & SVRC Manager and in collaboration with qualified teachers and specialist practitioners. It supports but does not replace teacher responsibility for educational planning, assessment and reporting, or the work of registered health practitioners. The position does not involve providing independent clinical assessment or therapy.
Work collaboratively with the SSP Coordinator, SVRC Manager, teachers and other team members to plan, prepare, facilitate and review individual and small-group sessions.
Develop positive mentoring relationships with students and use strengths-based, age-appropriate approaches that promote student voice, choice, dignity, confidence and independence.
Facilitate practical learning in one or more areas of the Expanded Core Curriculum, drawing on the employee's existing expertise and developing capability across additional areas over time.
Coordinate defined activities, projects or specialist strands within the program, including preparation of resources, session organisation and communication with relevant staff.
Support students to develop effective social communication, emotional awareness, self-advocacy, problem-solving and help-seeking skills within the scope of the role.
Support the development of independent living, organisation, career awareness, recreation and community participation skills through authentic, practical learning experiences.
Where relevant to the employee's expertise, mentor students in the effective use of assistive technology such as screen readers, magnification, braille displays, accessibility features, smartphones, tablets and other digital tools.
Use accessible communication and teaching approaches, including clear verbal description, tactile or auditory information, accessible digital resources and adjustments that reduce barriers to participation.
Observe student engagement, skill development and support needs; maintain accurate records; and contribute concise feedback for families, schools and Visiting Teachers in consultation with teaching staff.
Work constructively with families, Visiting Teachers, SVRC colleagues and external specialists to support continuity of learning and agreed student goals.
Contribute to excursions, special events and community-based learning, including supervision, preparation, accessibility planning and risk-management processes.
Provide practical advice, demonstrations or professional learning to colleagues within an area of demonstrated expertise, as agreed with the SSP Coordinator/SVRC Manager.
Maintain student confidentiality and comply with Child Safe Standards, mandatory reporting obligations, Department policies, occupational health and safety requirements and relevant professional boundaries.
Participate in induction, professional learning, team meetings, program evaluation and reflective practice, and undertake other duties consistent with the classification as required.
Individuals with the aptitude, experience and/or qualifications to fulfil the requirements of the position may apply. We welcome applicants from a wide range of professional and paraprofessional backgrounds.
A formal qualification in education support, counselling, psychology, occupational therapy, youth work, disability support, information technology or another relevant discipline may be advantageous, but is not mandatory unless required for the applicant's current professional registration.
Experience working with students who are blind or have low vision is desirable but not essential.
Applicants are not expected to have expertise in all nine areas of the Expanded Core Curriculum.
The capacity to connect with young people, contribute a useful area of strength and learn from specialist colleagues will be highly valued.
The successful applicant must hold or obtain a current Employee Working with Children Check and meet all Department pre-employment requirements.
Friday attendance during school terms is an essential requirement of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Applications should include an up-to-date curriculum vitae, a response to the selection criteria and the contact details of three current referees.
The successful applicant may be required to assist with excursions or activities away from the SVRC site and must be willing to undertake relevant accessibility, child-safety and risk-management training.
Duties may be adjusted over time to reflect student needs, the skills of the successful applicant and program priorities, provided they remain consistent with the classification and purpose of the role.
The Statewide Vision Resource Centre (SVRC) supports Victorian children and young people who are blind or have low vision to access and engage with school-based learning. We provide specialised teaching, assessment, support, accessible materials and technologies. We also equip school staff, Visiting Teachers and families across Victoria through personalised advice, professional learning and resources.
SVRC was established in 1983 by the Victorian Department of Education. We are a statewide centre of expertise in blindness and low vision education, supporting eligible students in government, Catholic and independent schools. Our facilities are located at 370 Springvale Road, Donvale, on the grounds of Heatherwood School.
The Support Skills Program
The Support Skills Program (SSP) is a specialised educational program for eligible students in Years 4 to 10. Students attend once or twice each term for a full day of individualised and small-group learning focused on the Expanded Core Curriculum.
The program provides a positive environment in which students who are blind or have low vision can learn alongside peers with similar lived experiences. It builds skills that promote access, participation, independence, wellbeing and self-advocacy, while complementing the work of each student's school and Visiting Teacher.
SSP operates on Fridays during school terms. Sessions are delivered by SVRC teachers and education support staff, together with specialist staff from partner organisations. Feedback is provided to families, Visiting Teachers and schools following each student's attendance.
Expanded Core Curriculum
The Expanded Core Curriculum addresses disability-specific skills that students who are blind or have low vision may need to access learning and participate fully in school and community life. The successful applicant will not be expected to enter the role with expertise across every area. They will contribute existing strengths and develop additional knowledge through induction, professional learning and collaboration with specialist colleagues.
Expanded Core Curriculum area
Examples of learning supported through SSP
Compensatory access
Braille, accessible formats, study and organisational strategies, listening and tactile access.
Assistive technology
Screen readers, magnification, braille displays, accessible apps, keyboarding and efficient device use.
Orientation and mobility
Spatial awareness, problem-solving and safe, increasingly independent travel, in partnership with qualified specialists.
Career education
Strengths, interests, workplace awareness, employment skills, mentoring and pathways.
Independent living
Personal organisation, food preparation, money, time, self-care and everyday problem-solving.
Recreation and leisure
Inclusive sport, hobbies, physical activity, social participation and wellbeing.
Sensory efficiency
Effective use of vision, hearing and touch, including aids and strategies that improve access.
Social interaction
Communication, relationships, interpreting social information, requesting or declining assistance.
Self-determination
Confidence, choice, goal-setting, decision-making, self-advocacy and problem-solving.
