Government schools – Melbourne Northern Suburbs VIC

VictorianPublicSectorValues asdetailedin`OrganisationalValues¿section below

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Demonstratedabilitytosupport/leadinclusiveeducationpracticesforstudentswith autism/ learning difficulties at the whole school level

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Demonstratedabilitytobuildthecapabilitiesof others

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Demonstratedhighly effectivestakeholderengagementskills

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Demonstratedabilitytodriveimprovementandcontributetoagreedorganisationaloutcomes

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Demonstratedabilitytocommunicateclearly,succinctlyand persuasively,withconsiderationfor the target audience through written and verbal communication

Selection Criteria

KSC1

VictorianPublicSectorValues asdetailedin`OrganisationalValues¿section below

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Demonstratedabilitytosupport/leadinclusiveeducationpracticesforstudentswith autism/ learning difficulties at the whole school level

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Demonstratedabilitytobuildthecapabilitiesof others

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Demonstratedhighly effectivestakeholderengagementskills

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Demonstratedabilitytodriveimprovementandcontributetoagreedorganisationaloutcomes

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Demonstratedabilitytocommunicateclearly,succinctlyand persuasively,withconsiderationfor the target audience through written and verbal communication

Role

This exciting role is critical in supporting schools to meet the educational needs and aspirations of students withcharacteristicsassociatedwithautism,attentiondeficithyperactivitydisorder(ADHD)andlearning 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-schoolpracticechange.Theroledoesnotworkdirectlywithstudentsorprovideindividualstudent support.

TheEIL-DLrolefocusesonfourkeyobjectives:

Objective1:Supporttheidentificationofschools¿strengthsandareasfordevelopmentinmeeting

thelearningandwellbeingneedsofdiverse learners

Objective2:Supportstrategicplanningtobuildontheirschools¿strengthsandareasfordevelopment to better meet diverse learners¿ wellbeing and learning needs

Objective3:Supportschoolstoimplementtheirstrategicplanstobettermeetdiverselearners¿

wellbeingandlearningneeds

Objective4:Supportthemonitoringandevaluationofaschool¿seffortsinmeetingtheneeds of

diverselearners

EIL-DLsachievetheseobjectivesby:

- supportingschoolleaderstobuildthecapabilitiesrequiredtomeettheeducationalneedsofdiverse learners through whole-school approaches
- supporting school leaders to consider diverse learners in whole-school improvement planning and implementation,includingwithconsiderationfortheFrameworkforImprovingStudentOutcomes, data analysis and curriculum planning and delivery
- helpingschoolleaderstosupporttheprofessionallearningoftheirstafftohelpthemmeetthe educational needs of diverse learners
- leveraginglinkswithandsupportforotherAreaandRegionalcolleaguestosupportawholistic, integrated multi-disciplinary approach to school improvement
- collectingandanalysingdataandidentifyingopportunitiestofurtherstrengthensystemsupportto meet the educational needs of diverse learners
- travellingacrosstheirallocatedRegion,asrequired,tofulfiltheirduties
- otherduties,as required.

Toensurestate wideconsistentandevidence-basedpractice,thesepracticesaredeliveredinaccordancewith centrally determined DLH support models, processes and tools.

Forfurtherinformationontherole,please contact Cory Pearce ¿ School Inclusive Practice Branch Manageron 0429 152 ***or via email at ***********@education.vic.gov.au

Responsibilities

Strategyandservicedelivery development

- Supportschool leaderstoconfidentlymeetthefunctionalneedsof diverse learners through action at the whole school level

Facilitating and maintaining effectiveregionalrelationships

- Facilitateinternalandexternalrelationshipstoinitiateandimplement system change in accordance with the DLH priorities, models of support, processes and tools.




- Bringlivedexperiencesand`studentvoice' representingdiverse learners into Area/Regional strategic school support work
- Supportandfosterchange acrosstheRegion, includingthroughthe exchangeofinformation,andthroughproactiveadvocacyforlifting learning and development outcomes and achievement for diverse learners through supporting practice improvement and capability building at the whole school level

Specialisation - Planning for thelearninganddevelopment 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 supporttheprovisionofeducationtobetteridentifyandmeetthe learning and wellbeing needs of diverse learners.
- Brokerpartnershipsandnetworksatthelocal leveltoimprove whole school inclusive practices for diverse learners.
- Facilitateintegrationacrossthesectors toensurethat diverselearners make secure transitions from early childhood into primary school, primary into secondary school and from secondary school to further education or employment.

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 (seeWorkplace 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 protected 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

The role will be based in School Inclusive Practice Branches in Student Wellbeing and Engagement Divisions in every Region from the beginning of 2024.

StudentWellbeingandEngagement Divisionsconsistofabroadworkforcewhoworktogetherasintegrated, multi-disciplinary teams to provide region, area and school-based support to students and schools across Victoria.

TheSchoolInclusivePracticeBranchprovidessupporttoimprovewholeschoolandclassroompracticesto meet the educational needs and aspirations of students with disability and learning difficulties.

Travelwithinthestuccessfulcandidate¿sallocatedRegionwillberequired.

North-Western Victoria Region

Greensborough, Coburg, Bendigo, Swan Hill or Mildura Regional Office Base

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

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 atRecruitment in Schools.

Location Profile

TheDiverseLearners¿Hub

AnexcitingopportunityexistsforteacherstojointheDiverseLearner¿sHub(DLH)regionalteam.

The DLHisa critical capability building initiativeofDisability Inclusionandthe AutismEducationStrategy. The DLH is about equipping the education workforce to meet the educational needs of students with characteristicsassociatedwithautism,attentiondeficithyperactivitydisorder(ADHD)andlearning difficulties such as dyscalculia and dyslexia (`diverse learners¿).

TheDLHisdeliveredthroughateam ineachregionandsupportedbyateamincentraloffice.

The DLH workforce of education improvement leaders-diverse learners (EIL-DLs) with expertise in autism and/orlearningdifficultiesarelocatedacrosstheDepartmentofEducationregions.EIL-DLsaresupportedby 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 andteaching specialists develop and source online evidence-based supports,includingprofessionallearning,guidanceandresourcesthathelpschoolscreateinclusivelearning environments for all students, particularly diverse learners.

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📌 Education Improvement Leader - Diverse Learners North West Victorian Region (Melbourne)
🏢 Government schools
📍 Melbourne