State Government Of Victoria, Australia | Teacher Of The Deaf

Teacher of The Deaf - Learning Enhancement Team Job posted: 29/11/2024
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1455826
Location Profile OUR MISSION & VISION
Brighton Primary School: As an internationally minded school, our reputation stands on honouring our history, focusing on the present and preparing for the future.
We believe that the growth of our children is at the heart of our community.
By focusing on the whole child, we facilitate a sense of belonging and achievement through powerful interactions with other learners and rich learning tasks.

Our vision is to build a community of active learners who can meet challenges of our rapidly changing world and become responsible global citizens.
Brighton Primary School strives to develop the attributes of the IB learner profile.

We value our colleagues as reflective educators who are open to new ideas and focused on best practice as they educate our students to develop as critical thinkers and lifelong learners.

We are committed to highly effective learning and teaching which is built on relational trust.
We have positioned ourselves globally through the authorization by the IB to deliver the Primary Years Program (PYP) and develop global citizens.

SCHOOL OVERVIEW
Brighton Primary School was established in 1875 and is situated in the Bayside suburb of Brighton, 12 kilometres from the CBD.
Brighton fronts Port Phillip Bay.
With almost six kilometres of coastline within Brighton's suburban boundary, there is a diverse range of attractions and activities for all.
The school has strong generational ties and is well supported by the School Council and parents.

Brighton Primary School's design is traditional and has 24-26 classes organised in year levels.
The school has been redeveloped with attention to maintaining the architectural integrity of the two brick Victorian buildings.
Brighton Primary School has a large number of re-locatable buildings.
Generally, they are grouped in year levels to support our collaborative approach to learning and teaching and maximise the student playing space.
The school is fully air-conditioned, and all rooms are uniformly furnished to provide a familiar environment for students as they progress across the school.

Brighton Primary School has an enrolment of approximately 560 students, which includes 16-20 students with moderate to profound hearing loss enrolled in the regional Hearing Unit hosted at the school.
Our school culture of shared responsibility and collaboration ensures that our Hearing Unit functions as an integral part of the school community, supporting students to fully access mainstream education.

Brighton Primary School has a rich, well-resourced Specialist Program.
There are purpose-built Science, Music and Art Rooms and a Gymnasium.
As well, there are literacy and numeracy resource rooms and a large shared learning space in the junior hall.
The Library is centrally located and available to students at lunchtime, as well as class time.
Adjoining it is the Performing Arts Centre and the school canteen.
The school community raised the funds to fit-out these spaces and construct the covered walkway that connects all classrooms and specialist teaching areas.
Our Outside School Hours Care program, TeamKids, is accommodated in the Performing Arts venue and the Gym.

A variety of spacious and shaded areas that are landscaped provide a safe and well-equipped play area for students.
There is a turfed oval and an athletics track, two adventure playgrounds, a fitness circuit and netball and down-ball courts.
Below the junior play equipment is the Wonder Garden, designed by our students.
It is both a teaching space and a playing area.
The Brighton Primary School community has funded the outdoor equipment and development of the grounds and are maintained by the School Council Facilities Committee.
The school also employs a groundsman.

Selection Criteria SC1.
Evidence of commitment to high quality teaching and learning that fosters the development of the whole child, academically, socially, emotionally and physically.
SC2.
Demonstrate capacity to work with colleagues to continually improve teaching and learning and a commitment to ongoing professional learning and its application to classroom practice to provide individualised, differentiated and personalised learning for all students, including those who are Deaf or Hard of Hearing (DHH).
SC3.
Demonstrate understanding for the Professional Learning Community model and how it supports learning for all including monitor and assess student learning data and to use this data to inform teaching and improve student learning.
SC4.
Demonstrate high level written and verbal skills and high-level interpersonal skills including a capacity to develop collaborative relationships with students, parents and other staff.
SC5.
Demonstrate a commitment and capacity to actively contribute to a broad range of school activities.
SC6.
Demonstrate knowledge of the IB PYP and its relationship to the Victorian Curriculum, including how to balance explicit teaching practices with opportunities for knowledge based inquiry, as well as a commitment to undertake additional professional learning in this area.
SC7.
Demonstrate a high-level ability to articulate learning strategies to support Deaf or Hard of Hearing (DHH) students.
Please note: the written response for each of the key selection criteria above should be no more than one A4 page each.

Brighton Primary School is committed to creating a supportive and inclusive learning environment for all students.
The Teacher of the Deaf will play a pivotal role in this mission, ensuring that every child has the opportunity to thrive academically and socially.

Responsibilities Position Overview:
Brighton Primary School seeks a dedicated and dynamic Teacher of the Deaf to join our Learning Enhancement Team.
The Teacher of the Deaf is a key member of the Learning Enhancement Team, providing specialised support to deaf and hard-of-hearing students while also contributing to the extension and support of all learners.
This role involves collaborating with classroom teachers to adapt curriculum, write Individual Education Plans (IEPs), and deliver targeted interventions.
Additionally, they support whole school professional development and engage with families to create an inclusive and enriching learning environment for all students.

Specialised Support for Deaf Students:
Provide tailored educational support to deaf and hard-of-hearing students.
Collaborate with classroom teachers to adapt lesson plans, assessments, and materials to ensure accessibility.
Facilitate the use of assistive listening devices, such as hearing aids, and other communication technologies.
Provide both one-on-one or small group instruction and intervention focused on listening skills, language development, literacy, and comprehension.
Serve as a liaison between the school and external specialists, such as audiologists, speech pathologists, and Deaf education professionals.
Stay up-to-date with current research and best practices in Deaf education and share knowledge with colleagues.
Collaborating on Individual Education Plans (IEPs):
Work closely with classroom teachers, allied health and the Learning Enhancement Team members to co-develop comprehensive Individual Education Plans (IEPs).
Monitor and review IEP goals regularly, providing input on student progress and making necessary adjustments.
Ensure IEPs are consistently aligned with the unique needs of each student, fostering academic and personal growth.
Collaborative Teamwork in Learning Enhancement:
Collaborate with classroom teachers, learning support staff, and leadership to implement learning plans that meet the needs of all students, including those with learning difficulties or requiring extension.
Participate in regular meetings with the Learning Enhancement Team and Grade Level Teams to review student progress and adjust instructional approaches as needed.
Support classroom teachers in differentiating instruction, providing resources, and creating inclusive learning environments that challenge and engage all students.
Lead or participate in professional learning for teachers on strategies to support diverse learners, including those with sensory impairments, learning difficulties, and high abilities.
Assessment and Progress Monitoring:
Conduct assessments of deaf students' academic and language progress to inform IEPs or student support plans and targeted interventions.
Monitor the progress of all students within the Learning Enhancement program, making data-driven decisions to support their growth and development.
Family Engagement:
Communicate regularly with families of deaf students, offering support and guidance in understanding their child's educational needs.
Engage with families of students in the Learning Enhancement program to ensure a collaborative approach to supporting student learning, extension, and well-being.
Qualifications and Skills:
Qualified Teacher of the Deaf with experience in Deaf education and language development (or a willingness to undertake appropriate training).
Strong understanding of assistive listening devices and technologies.
Excellent communication, collaboration, and organisational skills.
Commitment to inclusive education and the ability to adapt teaching strategies to meet diverse learning needs.
Who May Apply 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.

EEO AND OHS Commitment 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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.

Child Safe Standards 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.

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