Learning Specialist - Inclusion

Location Profile

Sunbury College is a vibrant, cohesive and inclusive school located 35km (about 30 minutes' drive) from the CBD in Melbourne's north-west growth corridor. The College holds the values of respect, responsibility, resilience and endeavour as guiding principles. It has a focus on the academic growth, personal development and general wellbeing of each student. It is greatly valued by its local community of Sunbury and surrounds.

The student enrolment is currently 1025. The staff are in the main a mixture of mature, experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix. Our staff are committed, professional and collaborative. They value continuous improvement and development.

A comprehensive curriculum is offered from years 7-12, including VET options, and the College is organised around three sub-schools (Years 7-8, 9-10, 11-12) and four houses. The College has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.

Sunbury College is set on eight hectares and has well-established facilities in the final stages of being modernised. Our new classrooms and science building are now fully established.

Our strategic directions going forward have a strong emphasis on pedagogical development and on student agency and voice in their learning. In the area of student pathways and transition the College aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students. As part of its focus on student engagement and wellbeing, the College has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall wellbeing and engaged, motivated learners with a strong sense of connection to the school community.

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

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

Responsibilities

The Nature of the Role

The central function of the role is to build the capacity of teachers to implement inclusive pedagogical practices within their classrooms to enhance student learning and wellbeing outcomes. This position sits alongside a second Learning Specialist - Inclusion, whose role focuses on ensuring that the social and educational services of the school are available to students with impairments or disabilities.

Accountability

The role is accountable to and supported by the Assistant Principal (overseeing Inclusion), and will work closely with the KLA Instructional Leaders, Leading Teachers, Learning Specialists and Student Managers.

Specific Responsibilities

Students

• To ensure there is appropriate documentation readily available and up to date and establishes goals and expectations to support students (including IEPs)
• To work closely with and coach education support staff, KLA Instructional Leaders and classroom teachers to modify the content and processes used in classes, in order to provide an appropriate learning environment
• To work individually with students using a range of approaches including team teaching with classroom teachers, special programs to develop particular skills, counselling, tutoring, and classroom observation and support
• To convene and act as a consultant or Principal¿s nominee on Student Support Groups
• To implement DE and school operations and policies related to student wellbeing and engagement
• To support students with additional transition from primary school to year 7
• To support students in applying for special provisions
• To facilitate the process of obtaining DI funding for students
• To advocate for students with impairments and disabilities
• To support Student Learning and Wellbeing Leaders in the management of Out of Home Care students

Staff

• To keep up to date with current developments through membership of appropriate organisations
• In consultation with the Assistant Principal and Teaching and Learning Leaders, develop appropriate professional development programs for teaching staff and education support staff
• To support and coach teachers in using strategies to assist students (individual or small group meetings, observation lessons, peer observation)
• To arrange and brief casual relief teachers or staff replacements
• To assist staff in making learning referrals

Parents and Community

• To make initial contact with new to the school parents and organise a preliminary meeting
• To liaise and proactively work with the SSSO service, external agencies and feeder primary schools
• To support the administration of the Inclusion Program, including submission writing, supervision of equipment, and report to School Council and the Principal regularly
• To promote the Inclusion Program both within the school, in the school community, and in the wider educational community

Undertake other duties and responsibilities as determined by the principal.

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.

EEO AND OHS Commitment

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 marrung@education.vic.gov.au

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

• 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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

VIT LANTITE

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.

Other Information

For any questions regarding the position, please contact the Principal, Mr Craig O'Bree on 0428 634 371.