Koorie & LOOKOUT Inclusion Facilitator - ES Level 1-Range 4

Location Virtual School Victoria (Multiple Location Campus) Department Department Virtual School Victoria Role Type Virtual School Victoria (VSV) is the state's leading virtual school, offering 280 semester-based courses online, including VCE subjects. With an annual enrolment in excess of 7000 students from Foundation to Year 12, VSV is the largest state government school in Victoria. Around 2700 students are enrolled full time, while around 4300 students, most in Year 11 and 12, complete subjects with VSV while based in other schools. The VSV student cohort is both diverse and unique. We provide education to: school‑based students who do not have access to the courses they need in their own school children and young people with chronic physical and mental health circumstances that make it difficult for them to attend mainstream schooling young people involved in elite level sports and performing arts children and young people who are travelling within Victoria, around Australia or overseas young adults wanting to complete their education in a way that they find engaging remote, rural and regional children and young people who, due to distance, cannot attend a local school. In addition to offering a host of teaching and learning courses approved by the VCAA, our specialist teachers provide students with individualised learning and support. VSV teachers are dedicated to building the confidence and resilience of each and every student. Like any school, our teachers regularly support and interact with students, but they do so in a different way to most schools: they do so virtually. A Learning Advisor role is undertaken by all teachers as a core element of their teaching position at VSV. The overall aim of the role is to connect with and encourage students to belong to the VSV school community in order to optimise their student engagement, learning and wellbeing outcomes. Building positive relationships with students, their family support network and, where appropriate, their health practitioner, in an encouraging, friendly and supportive manner is crucial when teaching in a virtual school. The Learning Advisor role also involves team teaching the Social & Emotional Learning (SEL) program to students in Year 7 to Year 10. VSV’s four core school values of Growth, Empathy, Respect and Collaboration guide our vision and underpin our interactions with students, parents/carers and staff. VSV is committed to providing a supportive and inclusive learning environment using a trauma informed approach based on the Making SPACE for Learning model. SPACE is an acronym for the 5 basic principles of trauma informed practice at VSV. These elements help teachers respond to the needs of all students but especially for those who have experienced trauma. Learning and Teaching at Virtual School Victoria is informed by the Pedagogical Model for Online Learning and Quality Assurance Frameworks for Course Development and Teaching Online. A recent School Review confirmed our pedagogical model and quality assurance frameworks strengthened the school’s role as a system leader and built on our goal of consistently providing high-quality and targeted teacher practice. Authentic, real-time, interactive learning is a key to teaching at VSV. Teachers develop engaging learning materials and utilise VSVOnline, our Moodle based Learning Management System, to create synchronous and asynchronous collaborative teaching and learning opportunities for students. VSV students learn by taking part in online collaborative and interactive activities, communicating and interacting with other students and by receiving personalised support and feedback from their teachers. Students participate in active learning targeted to their needs. Teachers use purposeful ongoing assessment strategies to ensure continuous student progress. Data forms an important component in this process and guides personalisation and changes to student learning programs. Our vision is to see VSV as a system leader in online, virtual and blended learning: sharing our knowledge and expertise, and leading system conversations around digital learning. VSV aims to lead a community of practice that will evolve and strengthen digital learning in Victoria, and positively influence and support other schools to develop in this space. Currently VSV is implementing the Government’s Expanding the VCE into Rural and Regional Victoria Initiative. As a result, VSV now delivers all of the VCAA VCE Studies Units 1 - 4. VSV delivers the Victorian High Ability Program (VHAP) which is an intensive 10 week online course to high performing students in Years 5 – 8 as part of the Department of Education’s Student Excellence Program. VSV also operates Bellum Bellum, a regional hub offering blended learning opportunities to VCE students in the Gippsland Region. The Virtual Tutor Program is also delivered by VSV, this program offers small group targeted tutoring support to students based in other Victorian schools. VSV has a large Education Support staff which includes teams in Administration, Enrolment, Online Team, Wellbeing and Inclusion. VSV staff work mostly in teams. As such it is important that all staff demonstrate effective teamwork. In particular, staff must be collaborative, cooperative and recognise the value of others’ contributions with a view to delivering the best outcomes for students and VSV as a whole. Selection Criteria A tertiary qualification in an Allied Health field (social work/youth work/mental health/psychology/other) is mandatory. Demonstrated high level knowledge of relevant policy context, evidence-based approaches, programs and research relating to child and adolescent health and development. A demonstrated capacity to effectively implement and manage intervention strategies that address advanced and complex cases including critical incidents and those involving cross‑profession or agency collaboration. Demonstrated high level organisational, communication and interpersonal skills including the ability to work effectively with children and young people, parents/carers and teachers as well as professionals in the education and health systems. Demonstrated capacity to develop, lead and manage programs in a blended (hybrid online) learning environment that meet the needs of vulnerable students and families, including the ability to develop and sustain networks that support strong partnerships with Koorie communities, LOOKOUT teams, Child Protection and care providers, and support services across government and non‑government sectors. A demonstrated capacity to deliver professional learning to teachers and a commitment to ongoing professional learning to enhance student wellbeing in a school setting. Role Duty Statement: Child Safe Standards legislation recognises that Aboriginal and Torres Strait Islander students, and students residing in Out‑of‑Home Care (OoHC), are among the most vulnerable learners in our community. This position brings together a dedicated focus on educational support for these cohorts, working to strengthen engagement, wellbeing, and learning outcomes at Virtual School Victoria (VSV). The Koorie and LOOKOUT Inclusion Facilitator will support VSV to provide high‑quality, culturally responsive, and meaningful education for Koorie students, ensuring they are supported to engage fully in their schooling and to gain the knowledge and skills needed to succeed at Year 12 or its equivalent. Strong and respectful partnerships with Koorie communities, families, and key stakeholders will underpin this work. The role will also provide expert guidance on the Out‑of‑Home Care system, including the educational challenges faced by students in care, and will work collaboratively with carers, case managers, schools, Department of Education Area teams, and LOOKOUT Education Support Centres to ensure these students receive coordinated, timely, and effective support. Together, this responsibilities position as Koorie and LOOKOUT Inclusion Facilitator is a key advocate for vulnerable cohorts, promoting inclusive practice, improving educational access, and strengthening pathways toward successful and sustained engagement in learning. Responsibilities The Koorie and LOOKOUT facilitator responsibilities are: Lead the identification, assessment and advocacy of educational support needs for Koorie students and students in OoHC. Coordinate the development and implementation of mandated IEP and SSG processes for Koorie students and students in statutory Out‑of‑Home Care in collaboration with Student Wellbeing and Student Inclusion team members and other VSV staff. Work with the Team leader, Student Wellbeing to ensure referrals are made for additional learning assessments or specialist supports when required (e.g. Education Needs Analysis, Speech and Language assessment). Provide professional learning support, including guidance about differentiated teaching strategies appropriate for individual students to Learning Advisors and teachers of Koorie and Out of Home Care students. Lead the collection of DE reporting and data collection requirements for Koorie students and students in statutory Out‑of‑Home Care. Support VSV to create a learning environment for all students that acknowledges, respects and values Koorie cultures and identities. Promote the availability of appropriate resources, including Marrung Education Scholarships for high achieving Aboriginal students studying Years 11 and 12 in government schools. Liaise with the Team Leader Student Wellbeing on the development and implementation VSV Child Safe Standards Action Plans for Koorie and Out of Home Care students. Work in partnership with the Koorie communities and the Department LOOKOUT centre staff and Koorie Education and Support Officers to develop coordinated approaches to improving student outcomes. Reporting to/Accountability: The Koorie / LOOKOUT Inclusion Facilitator will work with the Wellbeing team and report to the Team Leader – Student Wellbeing and the Assistant Principal: Student Engagement & Wellness. Outcome Measures: Provision of high quality, timely advice and information regarding the program at the VSV. Efficient screening of applications to facilitate support and promote student engagement. Development and maintenance of professional networks and effective liaison with a wide range of people. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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. 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 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. 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. VSV employs a hybrid rostering system of remote and onsite work. The successful applicant will be required to work onsite at Virtual School Victoria, 315 Clarendon Street, Thornbury, on their rostered onsite day(s). The successful applicant must have current Working with Children Check and hold a current Victorian driver’s licence. Virtual School Victoria utilises its own Student Database, not CASES21 Administration. Training will be provided. Prospective applicants are advised to visit the Virtual School Victoria website Applications should be prepared in a standard font, preferably Arial or Calibri, at size 11 or 12. Pages should be single sided and have well delineated sections using clear headings. Applicants are advised to include: A cover sheet providing the name of the applicant, record number (where applicable), home and email address, telephone number and a telephone number where the applicant can be contacted during business hours. A specific response to each of the five selection criteria of no more than one page per criterion. A separate curriculum vitae that is a summary of experience and qualifications. The names of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant, and a short explanation as to which selection criteria each referee can best comment on. Late applications will not be considered. 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 #J-18808-Ljbffr