Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Gippsland - Baw Baw
Reference: 1519998
Substantial experience in teaching students with additional learning or wellbeing needs in a relevant setting and preferably experience working with schools in the area of inclusive practices.
Demonstrated capacity to work within a collaborative, multidisciplinary professional team and contribute significantly to the achievements of the team.
Demonstrated ability to design, deliver or broker professional learning for teachers and other relevant professionals, on relevant topics such as physical disabilities, health impairments, additional learning needs.
Demonstrated excellent teaching and learning skills, and substantial experience to promote full access and inclusion for students with a physical disability, autism, health impairment, vision impairment and/or hearing impairment.
To support the implementation of Disability Inclusion, the Visiting Teacher Service provides leadership and capability building for teachers and schools in the provision of effective curriculum and pedagogy to support student engagement, access and inclusion for students with disability or impairment in the areas of, physical disability, health impairment, autism, vision impairment and hearing impairment.
The Visiting Teacher assists schools and school staff to understand both the functional needs of students and the, development and implementation of inclusive practices. This may include but not be limited to the development of appropriate educational programs, modifications, reasonable adjustments and collective and individualised supports for students with a disability. A component of the role could include service delivery via tele-practice.
Visiting teachers undertake a variety of roles and responsibilities that may include (but are not limited to):
Support Whole School Initiatives
Enhance Specific Classroom Practices
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.
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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.
About the Department
The Department of Education leads the delivery of education and development services to children, young people and adults both directly through government schools and indirectly through the regulation and funding of early childhood services, non-government schools and training programs.
Information about the structure of the department, including details about each of our Ministers, key staff, regional offices, strategy and annual reports are available at: People and structure: Department of Education | Victorian Government (www.vic.gov.au)
The department is delivering Disability Inclusion to transform the way students with a disability are supported in Victorian Government schools. Disability Inclusion is providing a range of supports, tools, guidance and training to ensure schools can provide an inclusive environment for all members of their school community. Disability Inclusion is also delivering a new tiered funding approach and strength-based process to identify students¿ strengths and needs.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the department. The department acknowledges and respects Aboriginal cultures, its values and practices, and is committed to take actions to provide support to Aboriginal people employed by the department.
Role Context
Schools and Regional Services comprises 17 areas within four regions across the state, as well as 5 central divisions. The responsibilities of Schools and Regional Services include:
The regional model is designed to: