2027 Learning Specialist - Disability Inclusion

2027 Learning Specialist - Disability Inclusion

Are you looking for a school with an amazing staff and student culture, inviting & fantastic new facilitates, and aspirational students? Well, we have the school for you!

Our college is expanding, and we are excited to grow our team with a range of positions and opportunities available. As a college that has recently opened, you will be part of the exciting journey of contributing to a new school culture and the creation of inclusive and engaging teaching in brand new state of the art facilities.

We are seeking dedicated educators who are committed to empowering colleagues and students, playing a pivotal role in our college community. We encourage applications from educators with all levels of experience, from graduates through to highly accomplished teachers.

About our School:

Brinbeal Secondary College is one of the newest 7 - 12 Secondary College in Melbourne's west. The school opened its doors to its first cohort of Year 7 students in 2024 to a purpose built, state of the art educational facility.

At present, the school has approx. 800 Year 7 to 9 students and will add an additional year 7 cohort each year until 2029 when it will become a 7 - 12 school.

There continues to be great excitement in the community about our new school, with our student enrolments expected to increase to about 1200 in 2027 across Years 7 to 10.

Our data shows we are achieving at or above network, similar schools and state for the majority of metrics in Student, Parent & Staff Opinion Surveys, Naplan and attendance ¿ our students love coming to school.

The school is situated in Melbourne's booming western growth corridor approximately 23 kilometres from Melbourne CBD and services the rapidly growing and aspirational communities of the highly sought after Grove and Grand Central Estates in Tarneit.

Our Facilities:

Stage 1 state of the art educational facilities are now complete and includes:

• Administration and Resource Centre - featuring modern design and multiple learning spaces for a variety of teaching styles.

• Exceptional two storey Science and Technology building - with 6 dedicated science labs, materials and digital technology spaces

• Large Learning Neighbourhood - featuring 14 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas.

• Performing Arts building - featuring specialised drama, music and media spaces as well as four Food Technology rooms

• Large Community Hub - features 3 indoor basketball courts and multi-purpose exercise rooms

• Outside - we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.

Stage 2 construction is in progress and is due for completion by the start of the 2027 school year. Stage 2 includes:

• An additional 2 Learning Neighbourhoods

• A Double Storey Visual Arts building

• 2 Soccer Pitches

• Various outdoor learning and play spaces

Our Values:

Brinbeal Secondary College's values are:

Respect - Have honour or regard for the worth of oneself, others and the school environment.

Acceptance -Value all members of the community as they present themselves and wish to be seen.

Aspiration & Achievement - Set ambitious goals and stride to achieve them.

Working at Brinbeal SC:

All staff at Brinbeal Secondary College have qualities which ensure the effective learning & wellbeing of our students at the school.

• This is a unique and exciting opportunity for you to work in a brand-new secondary school in the heart of the western suburbs, catering for the diversity of learners.

• You will be empowered by education support staff, teachers and leaders in a highly collaborative workplace, with opportunities for professional development and career advancement.

• The Principal Class have an open-door policy and are always available to staff. They are highly visible both in the yard and frequent classes.

• Staff are highly motivated and skilled and are active contributors to the creation of a high achieving secondary school.

• Our staff are committed to professional learning and growth for both self and others to ensure we are maximising the learning outcomes of all students.

• We take particular pride in our approach to supporting and mentoring teachers who are new to the profession. Graduate teachers are supported in achieving their full registration with VIT through a streamlined and straightforward process with extensive support. In addition to the regular 5% reduction, our beginning teachers have their teaching load further reduced to give them access to DE's 'Career Start Program' which includes PD and additional mentoring.

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.

SC6 Disability Inclusion - Demonstrated specialist leadership in the area of Disability Inclusion with a proven ability to observe, evaluate and deliver feedback to staff on classroom practice to improve educational capabilities. Ideally applicants will have or be aiming to achieve official qualifications within the area of Disability Inclusion.

Role

Position Summary

The Disability Inclusion Learning Specialist ensures students with additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school's leadership, wellbeing staff and allied health team and other services involved with a student outside of school. They play a key role in coordinating the team around the learner. The Disability Inclusion Learning Specialist has a key role in the school's implementation of Disability Inclusion, which can include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, and supporting school leadership to use tier 2 and tier 3 funding to resource evidence based reasonable adjustments, for individual students and cohorts of students. They have an instrumental role in developing the staff capacity to address the learning needs of students with disability within the classroom.

Essential Requirements of the Role

• Work professionally, courteously and cooperatively with internal and external clients. This role involves close interaction with a wide range of parents, students and staff.

• Maintain confidentiality and sensitivity in all aspects of the role.

• Maintain currency of professional knowledge and skills.

• Assist in ensuring that the school complies with government regulations and policies.

• Comply with OH&S requirements and maintain a safe and healthy workplace for self and others.

• Fulfil Child Safe obligations

Responsibilities

Disability and Inclusion Responsibilities:

• Be an advocate and champion for students with disability and additional needs.

• Support staff with the implementation of strategies and adjustments to ensure accessibility to curriculum for the Tier 2 and Tier 3 students.

• Play a key role in supporting students with additional needs to make a smooth transition into the school, ensuring there are effective arrangements in place for efficient transfer of information between all service providers.

• Work with the Assistant Principal to manage and oversee Disability Inclusion Profile (DIP) processes, including identification of eligible students and preparation of applications to secure optimal levels of funding and support.

• Ensure parent/carer(s) understand the importance of supporting learning at home, and actions they can take to provide this consolidation of learning.

• Participate fully in the school leadership team to ensure a focus on your own leadership growth and development is valued and nourished.

• Support the role of the Inclusion Aides in the classroom.

• Understand and embrace the need for the position description to change and adapt to better align with college needs as it grows each year and changes to the Annual Implementation Plan (AIP) from year to year.

• Liaise with the Business Manager to ensure DI funding is received and acquitted as per DE guidelines.

Individual Educational Plans:

• With the Assistant Principal have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP.

• Make sure the student has a voice in setting learning targets during the IEP process.

• Ensure each student with additional needs has a quality IEP that meets at least level 2 of the IEP quality checklist rubric, through supporting all staff in their development.

• Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs.

• Use student learning data to guide and tailor the response to intervention, including how best to structure Individual Educational Plans and Modified Programs to ensure students are learning and showing measurable growth.

• Using IEPs and any applications for Disability Inclusion Program (DIP) funding, work with classroom teachers and support staff to ensure that learning tasks are adjusted, and delivery of content is in line with the requirements documented in the IEP.

• Document IEPs on COMPASS and ensure that all staff are aware of these adjustments.

• Ensure that the school's reporting and assessment is in line with any IEP or DIP requirements for each student.

• Work collaboratively to support and design data-based learning/pathway interventions to ensure students are fully engaged in their learning.

Professional Development & Staff capacity Building

• Build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs.

• Deliver whole school Professional Development to promote inclusive practices.

• Model high-level learning and teaching practice, including demonstration teaching for others.

• Undertake classroom observations to support teachers in the provision of curriculum and appropriate learning activities for Tier 2 and Tier 3 students.

• Organise Professional learning and support for teachers to effectively adjust/modify the learning program to meet the needs of Tier 2 and 3 students.

• Lead support for teachers to better understand how to differentiate to ensure all students are learning

• Build staff capacity to understand, develop and implement IEPs.

• In collaboration with the learning support team, plan and deliver professional learning, coaching and support to all staff to build capacity and understanding of inclusion principles, practices and delivery, including:

• Effective modification strategies and adjustments.

• Understanding neurodiverse learners.

• Strategies for supporting students with specific learning disorders.

Disability Inclusion Process Responsibilities:

• Promote the implementation of all elements of Disability Inclusion.

• Register students who require a profile meeting.

• Respond to any requests from facilitators and external providers for additional information in keeping with legislative requirements.

• Ensure Disability Inclusion profile meetings are systematically held for all students at Tier 3, and those students at Tier 2 as prioritised with school leaders and Wellbeing Teams.

• Ensure all requirements are met for the Disability Inclusion profile meetings for students at Tier 2 and 3.

• Facilitate Student Support Group meetings for students at Tier 3 and oversee the management of SSG's for Tier 2 students in consultation with school leaders and Wellbeing Teams.

• Support school staff and gather all supporting information for Disability Inclusion profile meetings.

• Liaise with the school's Student Support Services key contact as required.

• Mentor and coach staff, prioritising those working with Tier 3 and then Tier 2 students, to help address the learning needs of these students.

• Undertake other duties as required by the Principal

Time Allowance: 5 periods X 60 minutes totalling 300 minutes per week

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 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

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

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 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.

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