Selection Criteria

SC1 ¿

Demonstrated knowledge of the Victorian Curriculum and the ability to support the implementation of evidence-based, inclusive teaching practices that cater for students with diverse learning needs, including students with disability.

SC2 ¿

Demonstrated experience in planning for and implementing high impact strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 ¿

Demonstrated ability to use assessment data, student observations and other relevant evidence to identify student learning needs, monitor progress and support teachers to implement appropriate adjustments that improve student learning, engagement and participation.

SC4 ¿

Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader community to support learning, agency, wellbeing and engagement and effective support for students with disability and additional learning needs.

SC5 ¿

Demonstrated behaviours and attitudes consistent with Departmental values. Demonstrated commitment to professional learning and the ability to build the capacity of classroom teachers and education support staff through collaboration, coaching and the promotion of consistent, whole-school inclusive practices through the implementation of and review of Individual Education Plans (IEPs), and Student Support Groups (SSG¿s).

SC6 ¿

Demonstrated ability to support the implementation of inclusive practices and evidence-based strategies that promote positive behaviour, emotional regulation, student wellbeing and engagement across the school.

Role

Position Description

The Disability Inclusion Teacher will work collaboratively with the Principal, classroom teachers, education support staff, families and external professionals to strengthen inclusive practices and improve educational outcomes for students with disability and additional learning needs.

The primary focus of the position will be to coordinate and support the school's Disability Inclusion processes, ensuring that students receive appropriate adjustments, targeted support and opportunities to participate fully in school life.

Key responsibilities will include:

- Coordinating Disability Inclusion Profile processes, including gathering evidence, preparing documentation and supporting profile meetings.
- Supporting teachers to develop, implement and review Individual Education Plans (IEPs).
- Coordinating and participating in Student Support Group (SSG) meetings.
- Working collaboratively with teachers and education support staff to implement reasonable adjustments and targeted interventions.
- Supporting staff to use assessment data and evidence to identify student needs and monitor learning progress.
- Liaising with families, allied health professionals and external support services.
- Supporting the implementation of positive behaviour, wellbeing and engagement strategies.
- Building staff capacity through professional learning, coaching and collaborative planning.
- Supporting whole-school approaches to Disability Inclusion and inclusive education.
- Undertaking classroom teaching responsibilities as required to support school operations.

Responsibilities

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.

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 protected 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

- 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 at Recruitment in Schools.

Location Profile

Toorloo Arm Primary School is a small regional Primary School (enrolment of 102 students with a SFOE of 0.495 - High) based in beautiful East Gippsland, Victoria. Our school is situated 5km East of Lakes Entrance and serves the communities of Lake Tyers Beach, Lakes Entrance and Lake Bunga which are popular tourist areas for fishing, surfing, camping and boating. We provide a caring, challenging and dynamic learning environment that empowers children to develop the skills and knowledge to become valued members of the community.

All aspects of the school¿s operation are governed by our whole school values: Truth, Trust & Honesty; Persistence, Quality and Excellence; Relationships; Inclusion; and Humour. These are condensed into our student values of Respect, Resilience, Ready to Learn and Collaboration that are accompanied by explicit behavioural expectations developed by the students and are displayed in all learning areas.

We structure students in 6 main classrooms supplemented by specialist Art, PE, French, and Performing Arts classes and incorporate the tutor learning initiative. Our philosophy is that children succeed at school when teachers and parents work in a mutually supportive and cooperative environment. We also believe that open and honest communication is essential to building successful relationships between school and family. Consequently, our teachers are committed to developing links with all parents so that children are supported at school and at home. The school is the focus of the local community and actively involves all members of the school and wider community in its activities.

Staffing at the school includes 9.6 EFT classroom teachers (of which 5 are part time); EFT 4.2 Education Student Support (5x0.7, 1x0.5, 1x 0.2) and 1.0 Education Student Administration. The current leadership structure includes the Principal, the Numeracy Learning Specialist and the Literacy Learning Specialist.

We continually work on the key improvement strategy of having consistent instructional practises across all classrooms and increasing student voice and agency in learning. This work is driven by strongly embedded PLC application that supports positive student academic and wellbeing outcomes. Peer observations are conducted across all classrooms, providing teachers with feedback on their implementation of agreed pedagogical practice.

Our school facilities are modern and contemporary with two main learning areas with home rooms and central learning areas. The buildings are bright, open and airy with a range of learning opportunities for students. We also have a separate art room, covered outdoor space, tennis court and recently upgraded playground equipment.

We believe that all children can and will achieve given support and time. At our school we are committed to developing the following skills and competencies:

Academic Abilities - that children have high quality literacy and numeracy skills that allow success at school and provide a springboard for further education.

Physical Abilities - that children have well developed movement and coordination skills that enable them to participate in a wide variety of sports and leisure activities.

Socially Competent - that children have positive self-esteem, can treat others with dignity and respect and can build supportive relationships with others.

We host numerous visiting artists, and our excursions engage student¿s curiosity and interest in learning. Our camps program from grade 1-6 extends students personal and social learning capabilities, helping build resilience and collaboration.

Toorloo Arm is a Bushfire At-Risk Register BARR school - Category 3. [Enter Free Text Description here]

📌 Disability Inclusion teacher (Gippsland)
🏢 Government schools
📍 Gippsland