Disability Inclusion Profiles Coordinator

Disability Inclusion Profiles Coordinator Role Type Primary Teacher/Student Wellbeing/Welfare Brunswick South Primary School is Victoria¿s first Italian bilingual school. We are a vibrant community, thriving on the lands of the Wurundjeri Woi-wurrung people, the Traditional Owners of the lands and waterways in the area now known as Merri-bek. Our reconciliation journey is one of curiosity, learning and understanding. Community and inclusivity underpin our school culture. As a Respectful Relationships lead school, we support our young people in developing the social and emotional skills, as well as the academic skills they need to become engaged, active learners who will go on to make positive contributions to their communities. Student voice and agency are highly valued. Learning is not a passive activity; it requires risk-taking and challenge, ownership and responsibility. These attributes are explicitly taught through our Social Emotional Learning program and are applied in all classes. Student Action Teams foster collaboration and community-mindedness, empowering students to transfer their learning to real-life applications. We hold high expectations for every child and support their learning trajectory through engaging, evidence-based teaching strategies and having lots of fun along the way Our carefully constructed curriculum and instructional models take into consideration what each student is ready to learn next. Our commitment to consistent best practice is evident in our outstanding literacy and numeracy outcomes, thanks to our dedicated staff and the pride they take in their work. Our students are part of an innovative community of learners, with ours being one of 11 Designated Bilingual Schools in Victoria. All BSPS students undertake 50% of their learning through English and 50% through Italian. Bilingual education is proven to deliver excellent student outcomes in social, cultural, literacy, numeracy and thinking skills, regardless of their language background. Our graduates go on to their secondary schooling with the signature strengths of a BSPS primary education: curiosity, resilience, creativity and impressive critical thinking and problem‑solving skills. In short, they are amazing learners Please contact us if you¿d like to arrange a tour of our school. You¿re also welcome to visit our Facebook and Instagram pages. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. SC6 Demonstrated knowledge of Disability Inclusion frameworks, Individual Education Plans (IEPs), and strategies to support diverse learners. Role The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. Classroom teacher Range 2 Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities. A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice. Range 2 classroom teachers will be expected to: Have the content knowledge and pedagogical practice to meet the diverse needs of all students Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity Provide expert advice about the content, processes and strategies that will shape individual and school professional learning Supervise and train one or more student teachers Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved Classroom teacher Range 1 The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers. At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school. Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co‑curricula activities. Responsibilities The role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. 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 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: 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: The Disability Inclusion Profile Process Coordinator ensures students with disability and additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school’s leadership, Department wellbeing staff and allied health team. The DIPP Coordinator plays a key role in coordinating the team around the learner. This role reports to the Leading Teacher for Wellbeing. Key Responsibilities Work closely with the Leading Teacher for Wellbeing Promote and support the implementation of all elements of Disability Inclusion at the school Ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting and maintain minutes/ records of these Register students who require a profile meeting Ensure Disability Inclusion profile meetings are booked for all students who require profile meetings Respond to any requests from facilitators for additional information Support school staff to prepare and gather supporting information for Disability Inclusion Profile meetings As the school DI key contact, liaise with Student Support Services key contact and other regional staff as required Support relevant school staff and the parent(s)/carer(s) to contribute to Disability Inclusion profile meetings Prepare the student to attend the DIP where appropriate, or record student voice video for inclusion in the DIP Track and monitor the progress of all DIP submissions, ensuring deadlines are met and outcomes are actioned Ensure each student with disability and additional needs has a quality inclusion individual education plan (IEP) that incorporates student voice in setting learning targets Support Teaching and Education Support staff to understand, develop and implement IEPs Work closely with the Learning Specialists/Leading Teachers to oversee Tier 3 individualised support and intervention implementation Assist the Leadership and Wellbeing Team in providing professional learning about Disability Inclusion Maintain a network of connections with Regional supports including visiting teachers and wellbeing key contacts, Communities of Practice Other duties as directed by the Principal 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). #J-18808-Ljbffr