Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1486428
SC1. Demonstrated Expertise in Inclusive Education Practices
Proven ability to lead, develop, and implement deaf education strategies and practices that address the diverse learning needs of Deaf and Hard of Hearing students. This includes a deep understanding of deaf inclusion practices, development of high-quality ILPs, and use of evidence-based teaching strategies.
SC2. Strong Educational Leadership and Strategic Planning Skills
Demonstrated capacity to lead strategic initiatives and manage change within a school context, including the ability to develop, implement, and evaluate deaf education policies and programs aligned with the school¿s strategic goals.
SC3. Capacity to Build Staff Capability and Lead Professional Learning
Proven ability to build the capacity of classroom teachers, education support staff, and Teachers of the Deaf through coaching, mentoring, and facilitating targeted professional learning to improve inclusive classroom practices and student outcomes.
SC4. Excellent Communication and Collaboration Skills
Outstanding interpersonal and communication skills, including a proficiency in Auslan, with the ability to effectively engage with a diverse range of stakeholders, including students, staff, families, allied health professionals, and external agencies, to support student learning and wellbeing.
SC5. Demonstrated Knowledge of Deaf Education and Assistive Technology
Strong understanding of the educational needs of students who are deaf or hard of hearing, including experience with assistive technologies, specialist equipment, and accommodations that enhance learning access and promote independence.
SC6. Ability to Lead a Multi-Disciplinary Team and Manage Resources
Capacity to lead and coordinate a multi-disciplinary Deaf Facility Team, manage staff timetables, monitor intervention programs, and oversee budgets and funding associated with Deaf education initiatives, in collaboration with the Principal and the Management team.
1. Deaf Inclusion Leadership
2. Leadership and Strategic Planning:
3. Support for Teachers of the Deaf:
4. Deaf Facility Team Leadership:
5. Collaboration with Classroom Teachers:
6. Student Support:
7. Community and Stakeholder Engagement:
KEY COMPETENCIES
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.
The Leading Teacher for Deaf Education is a key leadership role within Eastwood Primary School and Deaf Facility focused on promoting excellence in teaching and learning for all students, and especially those who are deaf or hard of hearing. This role involves providing leadership to the Deaf Facility Team and collaborating with classroom teachers to create an inclusive educational environment that supports the diverse needs of Deaf and Hard of Hearing students. The Leading Teacher helps provide strategic direction, professional development, and expert advice to ensure the delivery of high-quality education tailored to the individual needs of the students.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.