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.
SC6 Demonstrated commitment and capacity to successfully lead the specific role of Leader - Disability and Inclusion.
Role
The Disability Inclusion Leader will support students with disability and additional needs to engage in education and meet their learning goals. To do this they work collaboratively with the schools leadership, wellbeing staff and allied health team. They also work collaboratively with services/teams outside school, liaising with Student Support Services key contacts and external therapists. The Disability Inclusion Leader plays a key role in coordinating the team around the learner. The Leader plays a pivotal role in guiding students through their secondary education. This leadership position encompasses a range of responsibilities aimed at fostering student well-being, academic achievement, and personal development.
Leading Whole School Inclusion Practices and Teams
Advocate and champion for students with disability and additional needs and work with school staff to implement strategies that support their education.
Support students with disability and additional needs to make a smooth transition to school, ensuring effective arrangements are in place for the efficient transfer of information between services and schools, particularly during the transition from primary to secondary school.
Have oversight of Individual Education Plans (IEPs) across the school and ensure the school meets its obligations for students who are required to have an IEP.
Collaborate with services working in the school to deliver adjustments to students.
Promote a culture of high expectations and aspirations for the learning of students with disability and additional needs.
Embed inclusion and disability expertise in strategic planning, recruitment practices, school policies and plans, including evidence-based inclusive education and human rights obligations.
Act as a source of advice for staff regarding differentiated teaching strategies appropriate for individual students with disability and additional needs.
Regularly liaise with student support teams, including Student Wellbeing, Year Level Leaders, Literacy and Numeracy Support, regarding relevant interventions required for identified students.
Liaise with the school¿s Student Support Services key contact as required.
Promote the implementation of all elements of Disability Inclusion across the school.
Respond to requests from facilitators for additional information.
Prepare and co-ordinate the collation of supporting information for Disability Inclusion Profile meetings and funding applications.
Prepare funding applications, liaising with a range of agencies, the Department and its key personnel.
Manage and provide support to Education Support staff working within the school-wide Disability program, including regular team meetings and planning.
Work with the school leadership team to ensure the Disability Inclusion program is aligned with school and Department policy and guidelines and maintain confidential and sensitive data on each student.
Identify students who require a Disability Inclusion Profile and coordinate relevant assessments.
Leading Supportive Practices for Priority Students (OoHC/Koorie/EAL/Students with Additional Needs)
Coordinate with external services to support priority students, including Lookout and KESO.
Undertake the role of Designated Teacher for students in OoHC.
Coordinate 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 NCCD requirements.
Lead the Inclusion Team towards a consistent vision for student support, including regular team meetings.
Developing Capacity of Teams
Ensure clear role descriptions are in place for all DI team members and that team members work according to agreed school and Department values.
Ensure DI staff have appropriate debriefing processes to support them in their roles.
Identify and utilise professional learning and other opportunities to build staff capacity across Student Support, including overseeing the Professional Learning program for the team.
Provide professional learning for school staff on relevant items, including referral processes, learning difficulties referrals, Disability Inclusion and creating inclusive classrooms, as required.
Regularly review team operations and adjust to optimise team dynamics and functionality, including regular performance and development reviews.
General
As Disability and Inclusion (DI) Leader, contribute as a member of the College Leadership Team.
Build sustainable partnerships with relevant external agencies.
Ensure regular communication is provided to relevant stakeholders via the school website, Compass, newsletter and social media.
Undertake other duties as directed by the Principal Team.
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
Applications must include:
For ease of handling by the school, all documents (cover letter, CV, and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document.
Applicants seeking further information about the school or this position, are encouraged to contact the Jack Weston, Assistant Principal, prior to the closing date of applications on 03 5182 5522 or email [email protected] for the attention of Jack Weston.
- 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:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- 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
- 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.
Yarram Secondary College offers Year 7 to Year 12 coeducation across two campuses, located 220
kilometres from Melbourne. The township of Yarram, population 2100, is a central hub for the surrounding smaller, rural and agricultural communities of Woodside, Alberton, Devon North and Port Albert.
The main campus has a large site with several ovals, sealed and covered recreational areas, and garden spaces. These surround a central core structure of 25 teaching and learning spaces, an administration block, a library, an open learning space, and a two-court shared community stadium. The smaller Devon North Campus, caters for students who have disengaged, or are at risk of disengaging from mainstream education. Our FLO campus has two teaching classrooms, a communal meeting area, a designated art space, a yarning circle and a life skills classroom.
YSC is a member of the Wellington Network of Outer Gippsland, South Eastern Victoria Region. It is the major destination for students graduating from the four local primary schools (government and catholic). It attracts 96 per cent of the intake pool at Year 7, with the nearest alternative secondary schools situated over 50 kilometres away. Total enrolment numbers have been relatively stable, currently at 330, but have started to decline. The projected numbers over the next few years are similar to this year with only small numbers coming through from our feeder schools. The school provides for students in the township and those who are bussed in from surrounding areas (approximately 160 students).
Students attending YSC, come from a range of family backgrounds, with an overall Student Family Occupation and Education index of 0.5089. There has been a notable change to economic circumstance due to the impacts of COVID, the dairy industry, and rising interest rates and this has impacted the wellbeing and provision for families. Assistance is provided through individual educational plans for Koorie students, Out of Home Care students and those on the Program for Students with Disabilities (including a specialised wellbeing and inclusion space). The current staffing profile is stable and includes: two principal class members, two leading teachers, two learning specialists and 25.9 equivalent full-time teaching staff (EFT) and 18.1 EFT education support staff.
While our school motto is `Learning for Life¿ and opportunities to `learn local, live global¿ are embraced. The tradition of developing the whole student through a balanced and differentiated academic program, which is underpinned by vocational outcomes, and a focus on social and emotional wellbeing continues. Our vision encompasses this tradition, ¿Yarram Secondary college is a school of and for the Yarram and District Community, preparing all students to develop their social, emotional and academic skills, whilst supporting, nurturing and accelerating their ability to excel in their chosen pathway¿.
YSC is structured into two distinct Sub-Schools; Years 7-9 Middle School and Years 10-12 Senior School. Each Sub-School has a clear focus and vision. The Middle Sub-School focuses heavily on the development of each student¿s academic, social, emotional and physical well-being and growth. All students in Years 7-9 participate in the Targeted Acceleration Program (TAP); a visionary reading advancement program designed by the world-renowned cognitive psychologist Dr. Carol Christenson. Students in the Middle School are exposed to all curriculum areas and participate in collaborative, inquiry subjects which build students¿ 21st century learning capabilities in Year 8 Broadening Horizons and Year 9 Community. All of our school curriculum is based upon the Victorian Curriculum, as set out by VCAA.
The Senior Sub-School has a clear focus on providing the best possible pathways for all students; whether this be tertiary study, further training, or employment. Senior Sub-School pathways include the Victorian Certificate of Education, which includes a range of Vocational Education and Training options (on and off site), and a Vocational Major. Some of our students also complete VCE units via online delivery methods through Virtual Schools Victoria (VSV), and the Victorian Virtual Learning Network (VVLN).
Enrichment opportunities are provided at YSC through art, music, chess, instrumental music, performance, productions, leadership, public speaking, camps and excursions, sport, and external online and residential academic programs in global citizenship, Maths, Science and Engineering.
When global connections are reintroduced, students will be exposed to cultural enrichment through our Sister School program in China, which involves reciprocal exchange visits, the Victorian Young Leaders to China, the Victorian Young Leaders to India program, and a biannual USA STEM Study tour, which incorporates learning opportunities at NASA. Our Year 12 students will also be offered the opportunity to take part in an end of secondary school trip to Cambodia to undertake humanitarian and environment work.
