Social and Emotional Learning Leader

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 The Social and Emotional Learning Leader is accountable to the Assistant Principal responsible for Engagement and Wellbeing. The Social and Emotional Learning Leader is an integral component of the whole College. The SEL Leader will work closely with the Heads of Middle and Senior Schools, The Mental Health Practitioner, Wellbeing Leader and Counselling Team, and Student Engagement Programs Leader to create a safe, inclusive and supportive learning environment for students and staff. Work with the Executive team regarding students at high risk, work with sub-school to monitor and identify IEPs as required Work with the Careers Pathways Team as required and identify alternative programs for students at risk of disengagement eg : Navigator Hold the position of Marrung Lead to support all First Nations students in the College Hold the position of Lookout Learning Mentor and Designated teacher to support all children and young people in Out of Home Care (OHC) Lead and / or ensure compliance with DE policies and procedures to support students with special needs, students with a refugee or aboriginal background, and students requiring Out of Home Care Develop, monitor, and ensure implementation of SSGs and IEPs for students identified as vulnerable eg : OHC, Koorie, school refusers Promote practices to increase student voice within the classroom including a focus on College Values Lead, manage and organise the termly `Wellbeing Days¿ for students in Years 7-9 In collaboration with all Wellbeing and engagement staff, plan and deliver professional learning, coaching and support to all staff to build capacity in supporting the wellbeing, engagement, social and emotional learning of our students. Assist with the planning, development and implementation of programs that will assist students and their families in coping with the pressures of study, as well as the social, emotional and family issues encountered by students when required Observe students in the classroom environment to assist in setting up appropriate supports for their learning and wellbeing Report to the Assistant Principal (Wellbeing) any problems / issues associated with student wellbeing or students at risk at the College Act, where appropriate, as an advocate for students by ensuring that students have advocacy within the College or with other agencies in the wider community Monitor data on attendance, student pathways and student retention at the scheduled Wellbeing meetings Work with the Wellbeing Leader and Mental Health Practitioner to develop and promote Wellbeing and Engagement programs as relevant to meet community needs Using the Victorian Teaching and Learning Model and the High Impact Wellbeing Strategies, actively promote and lead innovation in the areas of Teaching and Learning and Student Wellbeing and connectedness within the College Monitor student progress and follow up students at risk in consultation with the Director of Learning- Data Promote inclusive practices to increase student voice within the classroom including a focus on School Values Work with the Director of Learning ¿Agency and Student Engagements Programs Leader to establish a whole school approach to Positive Education with reference to College Values Advertise and promote events to inform staff, students and parents regarding relevant wellbeing issues and programs Establish and sustain valuable relationships with support agencies and community organisations to ensure Koonung continues to be connected and respected in the wider community Other duties as directed by the Principal 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. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see). Additional support and advice on the recruitment process is available to Aboriginal and / or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via 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 Please ensure that your application includes : a resume including relevant experience as well as personal details (name, address and contact numbers, business and home) a section addressing the selection criteria and the requirements for application under the Who May Apply section names and contact numbers (telephone and email if possible) of three referees Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person. #J-18808-Ljbffr