Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Hume - Greater Shepparton
Reference: 1488040
SC1 A sound knowledge of current key DET policies and programs relating to the Disability Inclusion Program. Demonstrated high level experience in inclusive education practice (teaching and learning), building school staff capability and developing processes for observation and feedback of teacher practice and peer collaboration.
SC2 Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people, to work holistically to support students with a disability and additional needs.
SC3 Proven experience in disability inclusion initiatives resulting in better outcomes for young people and families. Demonstrated experience planning, implementing and evaluating evidence-based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development.
SC4 Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victorian curriculum, and support teaching staff with effective strategies to engage with parents and families, including reporting on student progress.
The Department of Education Disability Inclusion Program provides funding to assist schools to support eligible students with a disability and/or requiring reasonable adjustments to access learning.
We are seeking a highly skilled and passionate Disability Inclusion Coordinator to join our school.
This is a position for a teacher to work as Disability inclusion coordinator 0.8 FTE
As the DI Coordinator, you will play a vital role as a member of the DI Team to-
Supporting the school-based leadership team to use whole-school data and establish processes and/or systems to help identify how to make and embed school-wide adjustments to develop a high performing, inclusive school culture that is conducive to delivering inclusive practices.
Modelling effective inclusive education whole school and classroom practices and supporting teachers to seek, analyse and act on feedback on their practice.
Providing leadership and professional learning to others, such as Education Support staff and teachers to help ensure quality inclusive practices are provided by schools to improve students¿ learning and developmental outcomes.
Oversee the DIP/IEP/SSG process to ensure DET and school policy compliance including the collation of supporting information for Disability Inclusion Profile Meetings Lead the collection and collation of data for the NCCD data collection process.
Lead the collection and collation of data for the NCCD data collection process.
Liaise with Department of Education regional support staff, including SSS and visiting teachers, as required
Establish and maintain collaborative relationships with parents, staff, students and community members as part of a collective Disability Inclusion Team.
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.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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.
Numurkah Secondary College is excited to invite you to be part of our growing College community.
We are a co-educational College, situated approximately 30kms north of Shepparton. Numurkah is a town of approximately 4700 people. In years past, it has predominantly been a farming district, however the make-up of our community is changing. A number of our families fall into a low socio-economic category. Buses transport students to our school from the surrounding districts of Waaia, Tallygaroopna, Katunga, Strathmerton, Katamatite, Invergordon, Wunghnu and more.
The College currently has a student population of approximately 260 students and our enrolments are increasing with an expected increase within the next few years.
This year the College has launched a fresh and new approach to our delivery of curriculum, incorporating some vertical grouping and an increase in student voice. Our goal is to ensure that our classes meet the Victorian Curriculum and the needs of our cohort.
The staff of Numurkah Secondary College are not only invested in delivering the best Teaching and Learning but are committed to ensuring that the Engagement of our students is high. In addition, the College has a well-established Wellbeing program, and this has been enhanced by the introduction of the Resilience Project in 2022. Our strategic intent is to support students to learn effectively and to develop positive attitudes and behaviours. We endeavour to provide a learning environment that will nurture personal development and establish a strong connection to the College.
The challenges of becoming a lifelong learner, pursuing further study, successfully entering the workplace and being a responsible member of society face all students. The school staff assist students to meet these challenges and be not only responsible individuals who are able to relate to family, friends and colleagues, but informed citizens, who understand and can contribute to the community in which they live and the wider world around them.