Disability Inclusion Teacher

Department of Education Victoria – Vermont South VIC Vermont South Special School is located in Vermont South in the Eastern suburbs of Melbourne in an attractive residential area. The school is a primary specialist setting for students with an intellectual disability (Full Scale Intelligence Quotient of between 50 - 70), aged between 5 - 12. Many students also exhibit other diagnosed disabilities and medical conditions, with 65% of students diagnosed on the Autism Spectrum. Students come from seven local government areas and are transported to school by bus. The school currently has 150 students with a maximum enrolment of 180 students. The school has 57 staff members: 2 Principal Class, 27 teachers (FTE 22.06) and 31 Education Support Staff (FTE 21.63). Vermont South Special School’s mission is to provide students with the best possible foundation in life through a well‑rounded education. Our core values are learning, respect, responsibility, and resilience. The school is divided into four sections: Foundation, Juniors, Middles and Seniors. Class sizes are small, ranging from 6–7 students in Foundation to 12–13 in Seniors. A qualified Special Education teacher, together with a teacher assistant in every class, ensures that students’ individual needs are catered for. Students are further supported by specialist subjects; Visual Arts, Performing Arts, Physical Education, and the Healthy Kitchen Program. An occupational therapist, physiotherapist, speech pathologist, nurse and re‑engagement officer also support students’ additional needs. The school has a strong commitment to positive parent/school partnerships, and we invite and welcome parent involvement at many levels as we know this leads to enhanced learning outcomes. Selection Criteria SC1 Partnerships with families and advocacy for student voice – Highly developed interpersonal and communication skills, with a proven ability to build respectful, culturally responsive partnerships with students, parents/carers and families, actively involve them in decision‑making and advocate for student voice, choice and autonomy. SC2 Expertise in Disability Inclusion Profiles, funding and documentation – Demonstrated expert knowledge and experience in implementing and overseeing Disability Inclusion Profiles (DIPs) across a school, including organising and coordinating evidence, preparing high‑quality documentation, and effectively applying for and managing Disability Inclusion (DI) funding to support students with complex needs. SC3 Capacity building through coaching, professional learning and mentoring – Lead the Disability Inclusion team, including modelling best practices in IEP creation, SSG completion and providing coaching, ensuring all teachers are supported to create inclusive environments for their students. SC4 High‑level organisational skills, accuracy and attention to detail – Demonstrated high‑level organisational skills and meticulous attention to detail in managing complex documentation and processes, including Disability Inclusion Profiles. Proven ability to maintain accurate records, meet timelines, ensure compliance with Departmental policies and Disability Inclusion guidelines, and carefully analyse student data to support transparent, evidence‑based decision making for students with disability and complex needs. SC5 Collaborative teamwork and capacity to work within multi‑disciplinary teams – Demonstrated ability to work collaboratively as part of a multi‑disciplinary team, including classroom teachers, education support staff, leadership, wellbeing teams and external professionals, to support students with disability and complex needs. Share expertise in Disability Inclusion processes, and foster a culture of mutual support, professional dialogue and collective responsibility for improved student outcomes. Role This role offers the potential to undertake higher duties at the Leading Teacher salary level. The Disability Inclusion Teacher is responsible for ensuring the effective implementation of the Disability Inclusion Profile processes and practice across the school. This role will be responsible for the commencement, completion and maintenance of the Disability Inclusion Profile process for students across the school. A key element of this role will be supporting the consistent implementation and embedding of Tier 2 and 3 interventions in the Multi‑Tiered System of Support for individual students. It will also involve collaborating with our principal class on the ongoing development of our Disability Inclusion processes and practices. Plan, support and oversee the implementation of Tier 2 and 3 interventions and initiatives for students supported under DI or those identified with complex needs. Consult with classroom teachers and review student support plans (BS&RP, risk management and risk evaluation plans, personal care plans) to support the DIP adjustments. Provide coaching support for teachers developing quality IEPs. Deliver professional learning to staff on the development, use and evaluation of IEPs. Contribute to the NCCD census data. Participate in and/or lead school‑to‑school transition meetings for students included within our Disability Inclusion program. Participate in prep transition processes for students supported through DI. Other duties as directed by the principal. Responsibilities Leading and managing the implementation of whole‑school improvement initiatives related to the school strategic plan and school priorities. Leading and managing the implementation of whole‑school improvement strategies related to curriculum planning and delivery. Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school. Leading and managing staff performance and development (review of staff). Teaching demonstration lessons. Leading and managing the development of the school’s assessment and reporting policies and practices. Leading and managing the implementation of the school operations and policies related to student welfare and discipline. Leading the development of curriculum in a major learning area and participating in curriculum development in other areas. Responsibility for general discipline matters beyond the management of classroom teachers. Contributing to the overall leadership and management of the school. Contributing to the development of proposals for school council consideration. Developing and managing the school code of conduct. 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 serve. 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: 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 This role offers the potential to undertake higher duties at the Leading Teacher salary level. 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’; 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. #J-18808-Ljbffr