Education teacher teacher

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 15/07/2024 - 23/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1419781

Selection Criteria

SC1 Demonstrated expertise in the curriculum and experience in adapting it to meet individual student needs.

SC2 Experience in planning and implementing high-impact teaching strategies based on an understanding of how students learn, and in evaluating the effectiveness of learning and teaching programs on student progress.

SC3 Experience in monitoring and assessing student learning and behaviour, using learning and wellbeing data to inform teaching practices, and providing constructive feedback on student growth and achievement to teachers, students and parents/carers.

SC4 Demonstrated ability to support vulnerable student through a whole-school approach to positive behaviour support, and in fostering positive relationships with students and their families, including those exhibiting challenging behaviours.

SC5 Demonstrated behaviours and attitudes that align with Department values, with a commitment to reflecting on practice and engaging in professional development to continually enhance the quality of inclusive education across the school.

Role

The Inclusive Education Specialist is responsible to the Principal via the Assistant Principal. They play a lead role in coordinating and implementing evidence-based support programs and interventions for individual students, small groups, and cohorts. The role ensures that students with additional needs are engaged in education and meeting their individual learning goals. This involves collaborative work with the school¿s leadership team, teachers, families, allied health professionals, and department services to ensure a positive and successful school experience for each child. The Inclusive Education Specialist also contributes to policies and operational practices with a focus on inclusion and human rights obligations, guiding the work of others and maintaining the school's reputation as a leader in inclusive education.

Demonstrated experience in running evidence-based Tier 2 support programs and in funding applications with Disability Inclusion Profiles is strongly preferred.

Responsibilities

Key Responsibility Areas

Inclusive Classroom Strategies:

• Develop and implement advanced inclusive classroom strategies to support diverse learning needs.
• Provide expert guidance and individualised support to students, ensuring targeted assistance in specific learning areas.
• Offer comprehensive physical and emotional care for students, addressing their holistic needs.
• Implement and manage support strategies for students and those exhibiting behaviours of concern.
• Oversee student safety during classroom sessions, school grounds activities, camps, excursions, sporting events, therapy sessions, and life skills activities.
• Provide educators with insights into students¿ cultural backgrounds, experiences and beliefs, enriching the educational experience.
• Lead the development of individual learning and development goals.
• Collaborate on the preparation of student resources and equipment to meet diverse needs.
• Develop curriculum support materials to differentiate learning and enhance learning experiences.
• Monitor and report on student learning and behavioural issues, providing valuable feedback to teachers and families.
• Liaise with allied health professionals to integrate recommended strategies into the classroom.
• Analyse student wellbeing survey data to develop and implement appropriate responsive programs.

Communication:

• Schedule Student Support Group meetings for identified students and facilitate communication between parents/carers, allied health professionals and the school as requested.
• Participate in Student Support Group meetings, take minutes, and forward them to members of the group.
• Maintain confidentiality of privileged information.
• Follow Child Safety and Mandatory Reporting processes.
• Undertake training to maximise support for vulnerable student cohorts.

Documentation:

• Keep documented records of student progress and observations on the School Management System.
• Regularly monitor student behaviour using the School Management System and respond appropriately.
• Develop Behaviour Support Plans, Safety Plans, Risk Management Plans and Individual Education Plans for identified students.
• Contribute to the regular review of policies and processes related to Child Safety and Inclusion.

Other Duties:

• Undertake additional duties as directed by the Principal/Assistant Principal.
• Participate in and lead professional development and training on current and best practices related to the role.

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

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:

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:

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

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

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.

Location Profile

Elsternwick Primary School (EPS) is in the suburb of Brighton, ten kilometres south-east of Melbourne¿s Central Business District and caters to a diversity of socio-economic and cultural backgrounds. Commencing with 433 students in 2024, the school is surrounded by beautiful gum trees with plenty of open space for students to run and play. Positive learning environments are created with students to ensure that they develop a positive sense of wellbeing and school pride and are supported to achieve academic success.

The heart of our ambition is to provide every child with the best possible academic, social, emotional and physical education by adopting a wide variety of innovative teaching practices. Our talented staff are committed to delivering high-quality learning and teaching practices, to maximise the potential of every child, empowering independence, excellence, innovation and engagement with the world. All staff are supported in their professional development as they seek to achieve higher levels of skills, expertise and deeper understanding of current curriculum and wellbeing priorities and initiatives.

There are many and varied opportunities to be involved in extra-curricular activities from sports and performing arts, to weekly Art lessons and student leadership roles with courses of academic extension also offered. These strong academic programs, our dedicated staff and supportive and involved parents/carers offer every child at EPS the best opportunity for success.

Our school has a friendly and inclusive culture where positive reinforcement and recognition of appropriate behaviour underpins our school values of 'Respect, Responsibility, Personal Excellence and Curiosity. Effective policies and programs also provide clear expectations of standards of behaviour in a supportive and nurturing learning environment. The Respectful Relationships initiative is embedded across the school to promote and model respect and equality and support children in building healthy relationships, resilience, and confidence.

Elsternwick Primary School is on a path of steadfast improvement, to ensure every educational opportunity is offered to individually support each unique student and family to progress and achieve to their best.