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 Specialist - Disability Inclusion (DI)
The role of the Disability Inclusion Learning Specialist is an integral component of the Wellbeing and Engagement support team. The Learning Specialist is an advocate and champion for students with disabilities and additional needs. The central function of the role is to ensure that the social and educational services of the school are available to students with impairments and disabilities. The Disability Inclusion Learning Specialist works closely with the Leading teacher for Disability Inclusion, members of the Learning Support team and the Sub School teams to ensure DI students and those who require access to educational intervention programs are supported. The Disability Inclusion Support Co-ordinator is accountable to the Leading Teacher ¿ Head of Inclusion.
Professional Practice
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 programs. They have a range of responsibilities related to their expertise including observing and providing feedback to other teachers and delivering school-based professional learning. Learning Specialists play a role in the implementation of one or more priorities contained in the school strategic plan and as such have a direct impact on student learning and wellbeing.
Responsibilities:
The Key roles of the Learning Specialist for Disability and inclusion will include but are not limited to:
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Facilitating the College¿s implementation of the Disability Inclusion reforms in accordance with DE requirements and the 3-tiered funding model.
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Working with school staff to implement educational adjustments and targeted support for students with identified disabilities or additional needs, by providing advice and guidance on relevant differentiated learning strategies.
Promoting a culture of high expectations and aspirations for the learning of students with a disability or additional needs.
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Collaborating with the Leading Teacher for Inclusion, Wellbeing and Sub-schools¿ team, as well as the Assistant Principal Wellbeing and Engagement to support Disability Inclusion Profile (DIP) processes, including identification of eligible students and preparation of applications to secure optimal levels of funding and support.
Supporting the development of Individual Education Plans (IEPs) across the school
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Supporting school staff to prepare and gather supporting information for Disability Inclusion profile meetings
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Supporting either the Student Support Groups (SSGs) or Disability Inclusion Profile meetings as required
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Supporting the completion of the annual submission of NCCD data by supporting teachers in the collection of data and evidence and co-facilitating moderation meetings to ensure the college meets the requirements for the NCCD.
Participating in professional networks pertaining to communities of practice related to inclusive practice
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Being flexible within the role to adapt to changes in the Annual Implementation Plan from year to year.
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
This is a Learning Specialist 3 position with a 3-year tenure.
We ask applicants to please provide the details of three current professional referees including their name, title, organisation, email, and mobile number, including a principal.
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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.
East Doncaster Secondary College, situated in the eastern suburbs of Melbourne, is a large, co-educational school with a focus on high academic achievement, excellence in teaching and learning and student connectedness and wellbeing.
The College has an enrolment of approximately 2300 students and 223 teaching and education support staff.
As a College, we strive to develop passionate lifelong learners who are creative and critical thinkers with the confidence and resilience to thrive in the global community. We want students to experience a sense of achievement and growth in their academic, personal, social and emotional development. The College values of curiosity, excellence, fairness, respect, resilience, teamwork and care and compassion reflect these desired outcomes.
We have high expectations that our students will commit to being supportive of each other as they strive for success as learners. Our catch phrase for learning is Creating a Culture of Curiosity. We strive to ensure that there is a focus on learning improvement for every student. As a result, our student achievement data is excellent across a range of data sets and year levels.
Diversity adds to the richness and quality of the students educational experience at East Doncaster Secondary College. We are proudly multicultural across more than 50 nationalities, with a strong and established International Student Program.
The College offers an array of alternative pathway options to enable greater flexibility in our ability to cater for individual needs. Students have access to external VET provision and a high quality Vocational Major VCE pathway.
At East Doncaster Secondary College, we are committed to child safety. We strive to ensure that our students are safe, happy and empowered. Through a holistic approach to wellbeing, the College offer an extensive overlay program, Positive Futures, as a means of visibly addressing the social and emotional needs of our students in a multi-dimensional and integrated approach.
As a high performing school, East Doncaster Secondary College prides itself on the creation of a learning environment where student academic, sporting, music and achievements in the arts are recognised and celebrated. Underlying the focus on excellence is the recognition that such outcomes can best be achieved in an environment where students are happy, healthy and connected.
Copies of the School Strategic Plan, Annual Implementation Plan and School Policies can be accessed via the school website www.eastdonsc.vic.edu.au
For information regarding East Doncaster Secondary College Child Safety Standards and practices, including Code of Conduct please go to https://www.eastdonsc.vic.edu.au/our-college/documents-policies-reports/
