Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Barwon South West - Warrnambool
Reference: 1518480
Key selection criteria
Education Improvement Leader - Diverse Learners Role
This exciting role is critical in supporting schools to meet the educational needs and aspirations of students with with characteristics associated with autism, attention deficit hyperactivity disorder (ADHD) and learning difficulties such as dyscalculia and dyslexia (diverse learners) across their Region.
All support provided by the role is focused on the mainstream school system. The role is focused on the whole-school practice change. The role does not work directly with students or provide individual student support.
The EIL-DL role focuses on four key objectives:
Objective 1: Support the identification of schools' strengths and areas for development in meeting the learning and wellbeing needs of diverse learners
Objective 2: Support strategic planning to build on their schools' strengths and areas for development to better meet diverse learners' wellbeing and learning needs
Objective 3: Support schools to implement their strategic plans to better meet diverse learners' wellbeing and learning needs
Objective 4: Support the monitoring and evaluation of a school's efforts in meeting the needs of diverse learners
EIL-DLs achieve these objectives by:
- supporting school leaders to build the capabilities required to meet the educational needs of diverse learners through whole-school approaches
- supporting school leaders to consider diverse learners in whole-school improvement planning and implementation, including with consideration for the Framework for Improving Student Outcomes, data analysis and curriculum planning and delivery
- helping school leaders to support the professional learning of their staff to help them meet the educational needs of diverse learners
- leveraging links with and support for other Area and Regional colleagues to support a wholistic, integrated multi-disciplinary approach to school improvement
- collecting and analysing data and identifying opportunities to further strengthen system support to meet the educational needs of diverse learners
- travelling across their allocated Region, as required, to fulfil their duties
- other duties, as required.
To ensure state-wide consistent and evidence-based practice, these practices are delivered in accordance with centrally determined DLH support models, processes and tools. .
For further information on the role, please contact the Position Contact.
Key Accountabilities
Strategy and service delivery development
- Support school leaders to confidently meet the functional needs of diverse learners through action at the whole school level
Facilitating and maintaining effective regional relationships
- Facilitate internal and external relationships to initiate and implement system change in accordance with the DLH priorities, models of support, processes and tools.
- Bring lived experiences and `student voice' representing diverse learners into Area/Regional strategic school support work.
- Support and foster change across the Region, including through the exchange of information, and through proactive advocacy for lifting learning and development outcomes and achievement for diverse learners through supporting practice improvement and capability building at the whole school level
Specialisation - Planning for the learning and development system (Prioritise, plan and manage for results to support the educational needs of diverse learners)
- Contribute to the implementation of the state-wide DLH goals to support the provision of education to better identify and meet the learning and wellbeing needs of diverse learners.
- Broker partnerships and networks at the local level to improve whole school inclusive practices for diverse learners.
- Facilitate integration across the sectors to ensure that diverse learners make secure transitions from early childhood into primary school, primary into secondary school and from secondary school to further education or employment.
The recruitment of the Leading Teacher is open to any teachers with a current VIT registration.
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 [email protected]
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.
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
Qualifications
- Required: Teaching qualification
- Required: Expertise in autism or learning difficulties within the context of education
- Desirable: Relevant qualification in inclusive education, autism and / or learning difficulties
- Desirable: Experience in primary or secondary school settings (preferably but not limited to mainstream).
Locations
The role is based in School Inclusive Practice Branches in Student Wellbeing and Engagement Divisions in every Region. Student Wellbeing and Engagement Divisions consist of a broad workforce who work together as integrated, multi-disciplinary teams to provide region, area and school-based support to students and schools across Victoria. The School Inclusive Practice Branch provides support to improve whole school and classroom practices to meet the educational needs and aspirations of students with disability and learning difficulties.
Travel within the successful candidate's allocated Region will be required.
Applying for the position
All applicants should address the selection criteria provided above and include a curriculum vitae, providing the names and contact details of three confidential referees, who would be able to support suitability for the role.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
The Diverse Learners' Hub
An exciting opportunity exists for teachers to join the Diverse Learner's Hub (DLH) regional team.
The DLH is a critical capability building initiative of Disability Inclusion and the Autism Education Strategy. The DLH is about equipping the education workforce to meet the educational needs of students with characteristics associated with autism, attention deficit hyperactivity disorder (ADHD) and learning difficulties such as dyscalculia and dyslexia (`diverse learners').
The DLH is delivered through a team in each region and supported by a team in central office.
The DLH workforce of education improvement leaders-diverse learners (EIL-DLs) with expertise in autism and/or learning difficulties are located across the Department of Education regions. EIL-DLs are supported by a School Inclusive Practice Branch Manager in each region. EIL-DLs work with schools to build system-wide capability in inclusion and support for students with diverse learning needs. They also work with area and regional staff to ensure they bring an evidence-based learning diversity lens to their work with schools.
The central team of allied health, policy and teaching specialists develop and source online evidence-based supports, including professional learning, guidance and resources that help schools create inclusive learning environments for all students, particularly diverse learners.