Disability Inclusion

Disability Inclusion - Learning Specialist Department of Education Victoria – Greater Shepparton VIC 1d ago , from Department of Education & Training Victoria Greater Shepparton Secondary College was formed by the merger of four secondary colleges. On 18 December 2017, the Minister for Education approved the recommendation of the Shepparton Education Plan to merge the four Shepparton and Mooroopna secondary schools (Shepparton High School, McGuire Secondary College, Wanganui Park Secondary College and Mooroopna Secondary College) into a single school on a single site. In the interim period while the new college is being built, three of the current school sites are being utilised as campuses of the new school entity. Greater Shepparton City Council (GSCC), located 180 kilometres north of Melbourne, is the fifth-largest city in regional Victoria and consists of Shepparton City, Mooroopna and Tatura. 75% of the municipality’s population live in Shepparton and Mooroopna. The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas, including recent arrivals and refugees from Africa and the Middle East. It has Victoria’s largest concentration of Aboriginal and Torres Strait Island people outside of Melbourne. There are over 6,000 businesses and a workforce of 30,000. The establishment of the new secondary college in Shepparton is the initial phase of the Shepparton Education Plan. It seeks to improve educational outcomes, P-12 and beyond through improved transitions, pathways and opportunities, improved teacher capacity, resources and a contemporary school infrastructure. The Shepparton Education Plan and the creation of a revitalised secondary school model is the outcome of longer term work by schools and consultation with the community to collaboratively improve learning opportunities, community engagement and educational outcomes. The development of the new secondary college in Shepparton provides exciting opportunities for the successful applicant to contribute to the transformation of secondary curriculum, pedagogy and student connection and to build community participation and ownership of the new school. On completion, the school will include: Approximately 2700 students arranged in nine houses of 300 year 7‑12 students. New school facilities with contemporary shared teaching and learning spaces and specialist areas Hubs for specialist subject delivery, including a STEM Centre of Excellence, and student wellbeing The location of the new College is the site of the existing Shepparton High School in Hawdon Street, Shepparton. The site offers many opportunities being in close proximity to the Shepparton Campuses of Latrobe and Melbourne Universities and Goulburn Ovens TAFE, and to commercial and cultural precincts. This will support the development of student pathway options and community engagement. Selection Criteria No job description available Role 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 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 in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce. The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service. Responsibilities In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to: Demonstrating high‑level expertise in teaching and learning practice Modelling exemplary classroom practice including through teaching demonstration lessons Working with the school leadership team to develop a shared view of highly effective teacher practice Leading and modelling the implementation of whole‑school improvement strategies related to curriculum planning and delivery Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice Providing evidence‑based feedback to teaching staff to inform their effectiveness and development Providing expert advice about the context, processes and strategies that will shape individual and school professional learning Supervising and training one or more student teachers and mentoring and/or coaching teachers Modelling exemplary use of student data to inform teaching approaches Developing and promoting school‑wide professional learning structures, processes and protocols through Professional Learning Communities Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice 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. Diversity and Inclusion 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*******@education.vic.gov.au 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. 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. All schools have a Child Safety Code of Conduct consistent with the department’s exemplar available at: DE Values 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: Other Information No job description available Conditions of Employment 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 Qualification Requirements 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. Be careful - Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr