Address
Form of work1. 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.
2. Demonstrated capacity to work within a collaborative, multidisciplinary professional team and contribute significantly to the achievements of the team.
3. 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.
4. Demonstrated excellent teaching and learning skills, and substantial experience to promote full access and inclusion for students with a focus on vision impairment and/or hearing impairment.
5. Demonstrated high level communication skills, networking and interpersonal skills, including the ability to liaise effectively with a wide range of people in the education community and agencies on complex matters.
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 a physical disability, health impairment, hearing impairment, vision impairment, autism, complex behaviour and/or learning difficulties.
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 or impairment.
Visiting teachers undertake a variety of roles and responsibilities that may include (but are not limited to):
- Support Whole School Initiatives
- Providing specialist advice and support to schools in the planning, development, delivery and evaluation of curriculum to ensure full access and inclusion for students with a physical disability, health impairment, hearing impairment, vision impairment, autism, complex behaviour and/or learning difficulties.
- Working collaboratively with key stakeholders to ensure a coordinated approach to promoting access and inclusion related initiatives, liaising with relevant personnel within the region and participating in other related projects.
- The use of innovative technologies in program delivery to improve access and inclusion to the curriculum for eligible students.
- Enhance Specific Classroom Practices
- The promotion of effective specific teaching and learning practices and skills to bring about sustained change in classroom practice.
- Support the classroom teacher to identify the needs of the student and deliver the necessary adjustments to access their learning. This may include the contribution of specialist advice to support the Disability Inclusion Profile process.
- Providing educational services to students from pre-school transition to VCE.
- The provision of case support and assistance to other Visiting Teachers and regional staff in the area of physical disability, health impairment, hearing impairment, vision impairment, autism, complex behaviour and/or learning difficulties.
- Undertake other duties related to supporting students with disabilities and impairments, as requested by the manager, in response to changing priorities or new initiatives, including supporting the rollout of Disability Inclusion.
- Teachers with Special Education Qualifications.
- Teachers currently fully registered with the Victorian Institute of Teaching (including current police record check) with a recognised special education qualification or demonstrated experience in teaching students with a disability and/or impairment.
- Teachers who do not have an approved special education qualification but do have current full registration from the Victorian Institute of Teaching may apply.
- Preference will be given to applicants who have an approved special education qualification.
- Job share applicants will be considered.
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 *******@education.vic.gov.au
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
- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
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:
service delivery - including performance, contract management, funding delivery and acquittal - program implementation - including detailed implementation planning and delivery
- local area engagement, advice, support and partnerships
- workforce capability development, professional practice leadership and delivery
- emergency management - including critical incident response
- supporting strong regional partnerships with early childhood services, schools and other education providers to deliver high-quality services and outcomes with a 0-18 focus.
The regional model is designed to:
- connect between central government policy and the delivery of high quality services to Victorians
- drive outcomes across all stages of learning through expert advice and support
- connect with families, service providers, schools and communities
- lead, collaborate and partner at a local level to overcome social and economic challenges facing our communities, towns and cities
- deliver health, wellbeing and support services to children, young people and their families to assist them in their learning and development
- improve connectedness and transitions between important points in a child¿s life - such as between early childhood, kindergarten, school and tertiary education
- assist and support children and young people who are vulnerable, disengaged, and those with disabilities or challenging behaviour.
