SC1 Demonstrated strong curriculum and pedagogical knowledge, with the capacity to interpret complex learning and assessment materials, identify essential concepts and intended outcomes, and communicate educational requirements clearly to others.
SC2 Demonstrated capacity to apply sound pedagogical judgement to diverse or complex learning-access needs, including analysing educational intent, evaluating alternative approaches and recommending adaptations that preserve curriculum and assessment integrity, together with the capacity to develop and apply specialist knowledge relating to accessible materials for students who are blind or have low vision.
SC3 Demonstrated capacity to coordinate complex work, such as a specialist service, program, project or workflow, including setting priorities, balancing competing deadlines and ensuring consistent, high-quality outcomes.
SC4 Demonstrated capacity to provide authoritative educational guidance, exercise collaborative functional leadership and build the capability of teachers and other staff through coaching, professional learning and shared problem-solving.
SC5 Demonstrated high-level analytical, written and verbal communication skills, with the capacity to solve complex educational and operational problems, manage risk and establish productive relationships with stakeholders.
The primary focus of the Teacher ¿ Transcription Services Coordinator is to provide dedicated educational leadership and coordination across SVRC¿s Transcription service. The teacher will apply strong curriculum and pedagogical expertise to interpret curriculum-access needs, guide accessible-format decisions and ensure that transcription requirements preserve the educational intent of source materials.
The position coordinates the timely and high-quality delivery of SVRC¿s transcription service. The coordinator will provide functional leadership, guide complex educational and production decisions.
The coordinator will not be expected to personally triage requests. They will oversee and support the triage, allocation and monitoring processes led by the Braille/eText and Tactile/3D team leaders, stepping in where work is complex, urgent, unusual or requires cross-team resolution.
Key relationships and scope
Reports to the SVRC Manager / Assistant Principal and provides leadership and service oversight to the Braille/eText and Tactile/3D team leaders and the broader transcription team.
Works closely with schools, Visiting Teachers and SVRC¿s specialist production, teaching and program teams to understand curriculum-access needs, translate them into clear transcription requirements and align accessible resources with students¿ educational needs.
Liaises with VCAA, publishers, suppliers and other Department or external stakeholders on complex accessible-resource matters.
Educational and curriculum leadership
Interpret curriculum, assessment and student-access information and translate it into clear and appropriate transcription requirements.
Apply curriculum and pedagogical expertise to advise on accessible-format selection and guide complex adaptations across braille, eText, tactile graphics and 3D production, recommending alternatives where these would better support curriculum access while maintaining educational integrity.
Provide pedagogical advice and co-develop professional learning, guidance and model resources for schools, Visiting Teachers and SVRC colleagues.
Contribute to the development and review of SVRC guidance, operational policies and service priorities relating to accessible curriculum materials.
Personally oversee VCE examination transcription and liaison with VCAA, with support from the SVRC Manager/Assistant Principal, and coordinate the educational and technical review of complex secondary and VCE materials before release.
Service coordination, quality and improvement
Coordinate planning across the production streams and oversee the triage, allocation and tracking processes led by the team leaders, ensuring that priorities, capacity and deadlines are visible and actively managed.
Monitor complex, urgent and high-risk requests and coordinate appropriate responses across staff, systems and stakeholders, including effective handover and timely communication.
Promote consistent application of relevant accessibility and production standards and lead or coordinate reviews of errors, rework and complex adaptation decisions.
Use service data, stakeholder feedback and quality findings to identify risks and emerging needs and implement agreed improvements to workflows, quality controls, educational guidance, systems and service documentation.
Team and stakeholder leadership
- Provide clear day-to-day functional leadership, helping team leaders and staff understand priorities, standards, responsibilities and expected outcomes.
- Build a collaborative culture and strengthen staff capability through coaching, knowledge-sharing and collective problem-solving.
Support sustainable work practices, continuity planning and the development of shared expertise across the service.
Maintain productive stakeholder relationships and provide the SVRC Manager with concise advice on workload, service performance, complex matters, risks, capability needs and future resource requirements.
- Undertake other duties consistent with the classification and purpose of the role.
Decision authority and staff-management boundaries
The teacher is expected to exercise sound professional and operational judgement within agreed SVRC policies, priorities, and budgets. They may make curriculum-access and accessible-format recommendations within the scope of the role, set day-to-day service priorities, guide production decisions, coordinate responses to complex requests and recommend service improvements.
Note that PDP processes, leave approvals, formal conduct or performance conversations, financial approvals and high-level organisational or stakeholder issues remain the responsibility of the SVRC Manager / Assistant Principal.
Qualifications, experience and attributes
Essential
Current full or provisional registration with the Victorian Institute of Teaching, or eligibility to obtain VIT registration through mutual recognition before commencing.
Strong curriculum knowledge and demonstrated teaching experience, with confidence interpreting complex or unfamiliar learning and assessment content.
Demonstrated capacity to learn and apply specialist accessibility standards, systems and technologies.
Ability to meet all Department suitability and pre-employment requirements for child-connected work.
Highly desirable
Knowledge or experience in braille codes, transcription conventions and quality-assurance processes, particularly for mathematics and science.
Experience supporting curriculum access for students who are blind or have low vision, working with Visiting Teachers or contributing to specialist vision-education services.
Qualifications or professional learning in vision impairment, inclusive education, special education or a related field.
Experience working with complex secondary, VCE or high-ability curriculum materials, particularly in mathematics or science.
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
Applicants should submit an up-to-date curriculum vitae, a response to the selection criteria and the contact details of three current referees.
Contact: SVRC Manager / Assistant Principal | [email protected] | (03) 9841 0242
Website: www.svrc.vic.edu.au
The position is classified as Classroom Teacher Range 2 and is offered on an ongoing basis at 0.6-1.0 FTE. The position¿s substantive curriculum expertise, educational leadership, professional learning and service coordination responsibilities form an integral part of the role.
Attendance and working hours will be in accordance with teacher-class arrangements. Flexible working arrangements may be considered, subject to the operational requirements of the role and agreement with the SVRC Manager. The position does not require attendance for duty during school-holiday periods.
The time fraction and pattern of work are negotiable within 0.6-1.0 FTE. Applicants must be available to work at least three days per week.
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.
About SVRC
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 specialist teaching, assessment, accessible resources and technologies, and work collaboratively with Visiting Teachers, schools, families and partner organisations across Victoria.
Established in 1983 by the Victorian Department of Education, SVRC is a statewide centre of expertise in blind and low vision education. We support eligible students across government, Catholic and independent schools. Our facilities are located at 370 Springvale Road, Donvale, on the grounds of Heatherwood School.SVRC is seeking an experienced teacher to provide dedicated educational leadership and coordination across its transcription service. This is a rare opportunity to use strong curriculum and pedagogical knowledge to improve the quality, relevance and responsiveness of accessible learning materials for Victorian students who are blind or have low vision.
The successful teacher will work closely with schools, Visiting Teachers and SVRC¿s specialist production teams to understand each student¿s curriculum access needs and translate these into clear and appropriate transcription requirements. They will advise on accessible formats, guide complex secondary and VCE requests and, where appropriate, recommend an alternative to the requested material when this would better support the student¿s access to learning.
Existing braille expertise would be valued but is not essential where an applicant brings strong teaching and curriculum knowledge ¿ particularly in secondary mathematics and science ¿ together with the capacity to develop specialised technical knowledge.
The teacher will also provide functional oversight of the Braille/eText and Tactile/3D team leaders and support the coordinated, timely and high-quality delivery of the transcription service.
Note that while this is a not a student-facing teacher position, there may be occasional contact and involvement with students in our Support Skills Programs (Year 4 to Year 10) for students who are blind or with low vision.
