SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom 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 Specialists 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.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
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Provide instructional and strategic leadership of the College's Disability Inclusion Profile (DIP) process, ensuring compliance with Departmental funding, review, and evidence requirements.
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Lead the development, implementation, and review of Individual Education Plans (IEPs) for students funded under the Disability Inclusion Profile, in collaboration with the Inclusion Leader, Learning Mentors, and classroom teachers.
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Model and coach evidence-based differentiation and adjustment strategies for teachers working with students with disability across all learning areas.
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Keep abreast of current research and Departmental guidance relating to disability inclusion and translate this into practical classroom application across the College.
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Contribute to the College's Disability Inclusion Profile submissions, reviews, and re-verifications, ensuring documentation accurately reflects student needs and functional impact.
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Work alongside classroom teachers through modelling, co-teaching, observation, and feedback to build capacity in inclusive pedagogy and differentiated instruction.
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Design and deliver professional learning for teaching staff on disability inclusion, reasonable adjustments, and evidence-based intervention strategies.
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Support Mentors and subject teachers to interpret and implement IEP goals and adjustments consistently across the curriculum.
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Support the induction of new staff into the College's disability inclusion processes, tools, and adjustment frameworks.
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Coordinate functional and educational assessments to inform IEP development, Disability Inclusion Profile applications, and classroom adjustments.
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Lead Student Support Group (SSG) meetings for students on the Disability Inclusion Profile, ensuring meaningful family and student voice in goal-setting and review.
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Monitor and evaluate the impact of adjustments and interventions on student engagement, wellbeing, and academic progress, adjusting plans as required.
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Support transition planning (Year 6 to 7, Year 10 to senior pathways, and post-school transitions) for students with disability, working closely with Sub-School Leaders and the Careers team.
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Maintain accurate and timely records of student adjustments, IEPs, and DIP documentation in line with Departmental and College requirements.
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Monitor Nationally Consistent Collection of Data (NCCD) evidence requirements, working with staff to ensure documentation of adjustments meets moderation standards.
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Prepare reports on disability inclusion outcomes and funding utilisation for the Principal, Inclusion Leader, and College Council as required.
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Support the College's NCCD moderation process, including staff training and evidence collation.
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Work in close partnership with the Wellbeing Team and Mental Health Practitioners to ensure a coordinated approach to students with intersecting disability, wellbeing, and mental health needs.
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Liaise with allied health professionals, therapists, and external agencies (e.g. speech pathologists, occupational therapists, paediatricians) supporting individual students.
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Collaborate with Sub-School Leaders and to ensure consistency of adjustment and support across year levels.
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Support Careers and Pathways staff in planning appropriate senior secondary and post-school pathways for students with disability.
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Act as a key point of contact for families regarding IEPs, adjustments, and Disability Inclusion Profile processes.
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Communicate proactively and sensitively with families about student progress, adjustments, and support planning.
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Support families to navigate external assessment, funding, and service pathways where relevant.
Teachers currently registered or 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.
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
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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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
South Oakleigh College is a co-educational secondary school located in the South Eastern suburbs of Melbourne. The College is one of the participating schools of the Oakleigh Education Precinct, which is a Victorian Government¿s long-term project to improve educational outcomes in Oakleigh and surrounding areas.
Our values: High Expectations, Respect, Responsibility, Resilience, Teamwork and our mission statement providing opportunities for the future and a sense of belonging underpin the Colleges commitment to facilitating a safe and secure environment for all students where they can pursue academic excellence, achieve personal growth and graduate as responsible and resourceful young adults.
The College serves a diverse and multicultural community, providing supportive and stimulating environment for staff and students with impressive facilities and extensive grounds. We foster mutual respect, co-operation, personal responsibility and a growth mindset that values feedback, effort and resilience. The Colleges highly professional and motivated staff work collaboratively to ensure student welfare needs are met and high expectations are established and pursued.
The College is committed to providing students learning opportunities which develop a broad range of knowledge, skills and values will enhance their lives and empower them to critically contribute to society and equip them for further education and work in a changing world.
