SC1 Demonstrated expert knowledge of the Victorian Curriculum, Disability Inclusion reforms and evidence-based inclusive teaching practices. Demonstrated ability to model exemplary classroom practice, including the implementation of differentiated teaching strategies that support the diverse learning needs of students and contribute to whole-school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to the diverse learning needs of students with disability and additional learning needs. Demonstrated ability to provide instructional coaching through classroom observation, modelling, feedback and mentoring, and to build teacher capability in implementing inclusive practices, reasonable adjustments and evidence-based interventions that improve student engagement, learning growth and wellbeing.
SC3 Demonstrated exemplary ability to monitor and assess student learning using a range of assessment and wellbeing data. Demonstrated expertise in supporting staff to analyse student achievement, engagement and inclusion data to inform differentiated teaching, Student Support Group planning, Individual Education Plans (IEPs), reasonable adjustments and Disability Inclusion processes.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to establish collaborative relationships with students, colleagues, parents, allied health professionals and external agencies to support student learning, inclusion, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support colleagues to reflect upon and strengthen inclusive teaching practice and facilitate school-based professional learning that builds staff capability in Disability Inclusion and differentiated instruction.
Learning Specialists are 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 that delivers improved achievement, engagement and wellbeing for all students. The role of the Learning Specialist is to model excellence in teaching and learning through demonstration lessons, mentoring and coaching teachers to improve the skill, knowledge and effectiveness of the teaching workforce.
The role of the Learning Specialist ¿ Inclusion Disability Leader is to provide strategic leadership in developing an inclusive learning culture that ensures every student is known, valued, supported and able to achieve success. The Learning Specialist will lead the implementation of the College's Disability Inclusion priorities by building staff capability in inclusive education, differentiation, reasonable adjustments and evidence-informed teaching practices.
The Inclusion Disability Leader will coordinate Disability Inclusion processes, support Student Support Groups, oversee the development and monitoring of Individual Education Plans (IEPs), facilitate Disability Inclusion Profile meetings where appropriate, and work collaboratively with teachers, Education Support staff, families and external agencies to ensure students with disability and additional learning needs receive high-quality educational support.
The Learning Specialist will provide instructional coaching and professional learning that builds teacher confidence and capability in implementing inclusive classroom practices that improve student learning, engagement and wellbeing.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service while fostering an inclusive school culture where diversity is recognised as a strength and every student is supported to reach their full potential.
[In recognition of the importance of exemplary practice for improved student learning outcomes, the key responsibilities of the Learning Specialist may include, but are not limited to:
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Demonstrating high-level expertise in inclusive teaching and learning practices.
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Modelling exemplary classroom practice, including through teaching demonstration lessons that showcase effective differentiation and inclusive instructional strategies.
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Working with the school leadership team to develop a shared vision for inclusive education and high-quality teaching for all learners.
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Leading and modelling the implementation of whole-school improvement strategies that strengthen inclusive teaching practices and student engagement.
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Leading the implementation of Disability Inclusion reforms and supporting staff to understand Department policies and processes.
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Coordinating Disability Inclusion Profile applications and supporting staff and families through the Disability Inclusion process.
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Overseeing the development, implementation and review of Individual Education Plans (IEPs), Behaviour Support Plans and Student Support Group (SSG) processes.
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Supporting teachers to develop and implement reasonable adjustments that enable students with disability and additional learning needs to access and participate fully in the curriculum.
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Providing instructional coaching, mentoring and professional learning to improve teacher capability in inclusive education, differentiation, and evidence-based intervention strategies.
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Playing a key role in the provision of professional learning, including developing processes and protocols for observation, coaching, feedback and collaborative inquiry.
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Modelling effective learning practice and supporting teachers to seek, analyse and act upon feedback to strengthen inclusive classroom practice.
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Providing expert advice regarding Disability Inclusion reforms, differentiated practice, student wellbeing and inclusive curriculum design.
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Modelling exemplary use of student achievement, engagement and wellbeing data to inform teaching approaches, interventions and adjustments.
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Developing and promoting collaborative professional learning structures through Professional Learning Communities focused on improving outcomes for diverse learners.
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Establishing strong partnerships with families, allied health professionals, Student Support Services and external agencies to support students with disability and additional needs.
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Modelling exemplary professional learning practice through reflective inquiry, ongoing evaluation and continuous improvement of inclusive teaching practices.
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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.
Canterbury Girls¿ Secondary College seeks to provide a quality educational environment, tailored to meet the needs of girls, with a focus on success in a range of academic, creative and sporting endeavours and the development of self-esteem and integrity. The school is characterised by high academic results at VCE and in NAPLAN, by an inclusive wellbeing focus and a strong sense of community.
Canterbury Girls¿ Secondary College is a learning community in which members respect each other. Both individual achievement and contribution to group activities are encouraged and valued. The principles of partnership, support and responsibility are used to foster high levels of achievement and satisfaction. Valued college traditions develop a sense of continuity and identity for students and teachers.
The College is also committed to promoting leadership skills in a learning environment based on co-operation, self-discipline and concern for others. Canterbury Girls¿ Secondary College is a Year 7 to 12 college situated in the City of Boroondara approximately 10 kilometres east of Melbourne.
The College of around 790 students provides an excellent educational environment for girls featuring a wide breadth of learning opportunities and a broad co-curricular program. The student population is characterised by a relatively low proportion of LOTE speakers at home.
The school is structured as two sub-schools in response to the different learning and support needs of girls as they progress through a secondary school. The Middle School comprises Years 7-9. At Year 7 the focus is transition followed by consolidation at Year 8. The Year 9 program is designed to take students out into the community and broaden their knowledge of the Australian society.
The structure and operation of the Senior School, Years 10-12, reflects the increased maturity of its students and the preparation for transition to tertiary studies. Year 10 students are able to access a wide range of VCE Units 1&2 and likewise in Year 11 to access Units 3&4. University enhancement is encouraged for more able students.
The recognition of achievements occurs in a number of ways eg Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at Whole School, Sub School and Year Level Assemblies.
A vibrant house system provides many co-curricular opportunities in areas such as sport, the performing arts (dance, drama and music), debating and Chorals. A high participation rate in house activities exists at each year level. The awarding of house stripes is keenly sought after. The house system nurtures the girls pride in their college which reinforces their sense of belonging and being valued for their contribution to their house. All staff are assigned to a house and support students in their house activities
The College values and encourages student leadership. Positions of responsibility exist from Year 7 to Year 12. Student input and leadership ranges from curriculum discussion to the social wellbeing of peers to sporting and cultural activities. Roles include the Student Leadership Team, House Captains, Form Captains and Student Representative Council members. The College Ambassadors, drawn from Year 9 students, conduct tours of the College at work for prospective parents, their daughters and visitors including those from overseas.
The enthusiasm and dedication of the College Council, Staff, Parents¿ Association, Student Representative Council and The Mangarra Society (former student¿s association) gives the College a real sense of community and shared purpose.
