Location Profile

Yarram Secondary College offers Year 7 to Year 12 coeducation across two campuses, located 220 kilometres from Melbourne. The township of Yarram, population 2100, is a central hub for the surrounding smaller, rural and agricultural communities of Woodside, Alberton, Devon North and Port Albert.

The main campus has a large site with several ovals, sealed and covered recreational areas, and garden spaces. These surround a central core structure of 25 teaching and learning spaces, an administration block, a library, an open learning space, and a two-court shared community stadium. The smaller Devon North Campus caters for students who have disengaged, or are at risk of disengaging from mainstream education. Our FLO campus has two teaching classrooms, a communal meeting area, a designated art space, a yarning circle and a life skills classroom.

YSC is a member of the Wellington Network of Outer Gippsland, South Eastern Victoria Region. It is the major destination for students graduating from the four local primary schools (government and catholic). It attracts 96 per cent of the intake pool at Year 7, with the nearest alternative secondary schools situated over 50 kilometres away. Total enrolment numbers have been relatively stable, currently at 240, but have started to decline. The projected numbers over the next few years are similar to this year with only small numbers coming through from our feeder schools. The school provides for students in the township and those who are bussed in from surrounding areas (approximately 160 students).

Students attending YSC, come from a range of family backgrounds, with an overall Student Family Occupation and Education index of 0.5161. There has been a notable change to economic circumstance due to the closing of the mill, impacts of the dairy industry, increases in cost of living, and rising interest rates, which have impacted the wellbeing and provision for families. Assistance is provided through individual educational plans for Koorie students, Out of Home Care students and those on the Program for Students with Disabilities (including a specialised wellbeing and inclusion space). The current staffing profile is stable and includes: two principal class members, two leading teachers, two learning specialists and 20.98 equivalent full-time teaching staff (EFT) and 18.59 EFT education support staff.

While our school motto is `Learning for Life¿ and opportunities to `learn local, live global¿ are embraced. The tradition of developing the whole student through a balanced and differentiated academic program, which is underpinned by vocational outcomes, and a focus on social and emotional wellbeing continues. Our vision encompasses this tradition, ¿Yarram Secondary college is a school of and for the Yarram and District Community, preparing all students to develop their social, emotional and academic skills, whilst supporting, nurturing and accelerating their ability to excel in their chosen pathway¿.

YSC is structured into two distinct Sub-Schools; Years 7-9 Middle School and Years 10-12 Senior School. Each Sub-School has a transparent focus and vision. The Middle Sub-School focuses heavily on the development of each student¿s academic, social, emotional and physical well-being and growth. All students in Years 7-9 participate in the Targeted Acceleration Program (TAP); a reading advancement program designed by the world-renowned cognitive psychologist Dr. Carol Christenson. Students in the Middle School are exposed to all curriculum areas and participate in collaborative, inquiry subjects which build students¿ 21st century learning capabilities in Year 8 Broadening Horizons and Year 9 Community. All of our school curriculum is based upon the Victorian Curriculum, as set out by VCAA.

The Senior Sub-School has a clear focus on providing the best possible pathways for all students; whether this be tertiary study, further training, or employment. Senior Sub-School pathways include the Victorian Certificate of Education, which includes a range of Vocational Education and Training options (on and off site), and a Vocational Major. Some of our students also complete VCE units via online delivery methods through Virtual Schools Victoria (VSV), and the Victorian Virtual Learning Network (VVLN).

Enrichment opportunities are provided at YSC through art, music, chess, instrumental music, performance, productions, leadership, public speaking, camps and excursions, sport, and external online and residential academic programs in global citizenship, Maths, Science and Engineering.

When global connections are become more viable for our community students will once again be exposed to cultural enrichment through our Sister School program in China, and a biannual USA STEM Study tour, which incorporates learning opportunities at NASA. Our Year 12 students will also be offered the opportunity to take part in an end of secondary school trip to Cambodia to undertake humanitarian and environment work.

Selection Criteria

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning.



Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

Inclusive Education Learning Specialist
GENERAL
The Inclusive Education Learning Specialist (IELS) leads a team of school based staff, including allied health and teachers and integration staff to support students with disabilities and additional needs. The IELS works closely with the Teaching and Learning Principal and the Wellbeing and Engagement Principal as well as the Wellbeing Coordinator to create plans to best support students who have diverse learning challenges. They also support families and students as they move through secondary school. The IELS oversees the Disability Inclusion Profile Coordinator (DIPC).

The DI Learning Specialist role will apply current, evidence based psychological learning techniques to increase student outcomes. Using the theories of applied behavioural analysis science, the IELS will develop socially valid interventions that will support improved behaviour and academic outcomes.

The core aim of this position is to ensure that all students have access to, and success in mainstream curriculum and extra-curricular opportunities.

Key components of this position include:

- Supporting the development of Individual Education Plans (IEPs)

- Creating and implementing Behaviour Support Plans (BSPs)

- Adjusted timetables

- Social skills programs

- Life skills programs

- Provision of extra supervision

- Student initiated brain breaks

- Building staff capacity including the organisation of training

- Promoting and supporting the development of SWPBS practices

- Management of integration aides

The IELS role will provide ongoing support and guidance to the Sub School Year Level Leaders and the Devon North Campus team in the development and implementation of individual learning programs, which may include behaviour intervention, supports and/or strategies.

Responsibilities

Duties include but are not limited to:
General:

- Maintain accurate records and disseminate information in a timely manner

- Ensure that student decency and privacy is maintained

- Attend all meetings as requested

- Maintain a positive, student centred and behaviour focused approach to professional practice

- Lead professional learning for staff, each term, in designated meetings

Individual Education Plans, BSPs and Safety Plans:

- Work closely with members of SIT, Advocacy and Wellbeing teams to identify students who need IEPs, BSPs or other interventions and support their implementation.

- Create appropriate intervention programs that are based on current evidence-based practice.

- Implement and/or source appropriate testing and use the data to inform interventions.

- Integrate the advice of professional services where relevant.

- Ensure that intervention programs are socially valid, and that all relevant stakeholders and professionals, have been appropriately consulted.

- Conduct SSG meetings and review IEPs and intervention plans, at regular intervals to ensure that integrity is maintained.

Supporting staff:

- Build staff capacity in the use of cognitive science and, as needed, provide or organise training.

This includes, but is not limited to:

- Effective application of intervention program

- Causes

- Program fidelity

- SWPBS practice

- Teaching practices that support student growth.

- Psychology of learning as it relates to teaching.

- Support staff in the implementation of BSPs and IEPs

- Be a point of contact for staff in the use of SWPBS practices, intervention or IEP queries

SWPBS:

- Work closely with members of the SIT, Sub School Year Level Leaders, Advocacy Team and Wellbeing Team to promote SWPBS practices.

- Be an active member of the SWPBS team, promoting the use of behaviour science.

Student Enrichment:

- Organising appropriate in-servicing activities for staff on gifted education.

- Attending the statewide `Select Entry Accelerated Learning Program Co-ordinators¿ meetings.

- Working with Learning Team Leaders, Student Wellbeing Coordinator and Principals to promote and cater for student needs.

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.

Diversity and Inclusion

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 *******@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

No job description available

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 https://www2.education.vic.gov.au/pal

Program Benefits

This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive and retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.

Payments and support on offer (subject to candidate eligibility criteria, see below):

1. A commencement incentive payment (pro-rata for positions less than full-time) to the amount of $50,000 (before-tax).
2. Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
3. $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.

TFI candidate eligibility criteria:

1. The successful candidate must be a new employee to this school.
2. The successful candidate is committing to a minimum of 2 years of employment at this school.
3. The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
4. The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
5. The successful candidate's ordinary place of residence is not classified as `Remote Australia (Vic.)' or `Outer Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
6. Where the recruiting school is located within `Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified as `Inner Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.

For further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').

Further information regarding this offering is available on the department's website at https://www.vic.gov.au/Relocation-incentives-to-teach-in-Regional-Victoria

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

📌 Learning Specialist - Disability and Inclusion (TFI 112) (Yarram)
🏢 Department of Education Victoria
📍 Yarram