Learning Specialist Range 3

Department of Education Victoria; Yarram; On-site; AUD 90,000 - 120,000; Full time

Job summary

Department of Education Victoria is seeking an Inclusive Education Learning Specialist (IELS) at Yarram Secondary College to lead a team supporting students with disabilities and diverse learning needs. The role interfaces with the DI Learning Specialist, SIT, and Wellbeing teams to create and implement IEPs, BSPs, and SWPBS practices.

You will oversee plan development, data-driven interventions, and staff capacity building, ensuring access to mainstream curriculum and opportunities for all

Qualifications

• Relevant experience in the field of behaviour and cognitive science and the implementation of IEPs.
• An understanding of the development of literacy and numeracy as they relate to different levels of the Victorian Curriculum.
• Understanding the diverse learning needs of students and the ability to design intervention that is specific to those needs.
• Communicate effectively with staff to build their capability to support students through their IEPs, BSPs and/or SWPBS practices.

Responsibilities

• Maintain accurate records and disseminate information in a timely manner.
• Ensure that student decency and privacy is maintained.
• Attend all meetings as requested.
• Lead professional learning for staff, each term, in designated meetings.
• Work closely with SIT, Advocacy and Wellbeing teams to identify students who need IEPs, BSPs or other interventions and support their implementation.
• Create appropriate intervention programs that are based on current evidence-based practice.
• Implement and/or source appropriate testing and use the data to inform interventions.
• Integrate the advice of professional services where relevant.
• Ensure that intervention programs are socially valid, and that all relevant stakeholders and professionals, have been appropriately consulted.
• Conduct SSG meetings and review IEPs and intervention plans, at regular intervals to ensure integrity is maintained.
• Build staff capacity in the use of cognitive science and, as needed, provide or organise training.

Skills

Behavioural science

IEP implementation

Data-informed practice

Staff training

Job description

Department of Education Victoria – Yarram VIC

Yarram Secondary College offers Year 7 to Year 12 coeducation across two campuses, located 220 kilometres from Melbourne.The township of Yarram, population 2100, is a central hub for the surrounding smaller, rural and agricultural communities of Woodside, Alberton, Devon North and Port Albert.

The main campus has a large site with several ovals, sealed and covered recreational areas, and garden spaces. These surround a central core structure of 25 teaching and learning spaces, an administration block, a library, an open learning space, and a two-court shared community stadium. The smaller Devon North Campus, caters for students who have disengaged, or are at risk of disengaging from mainstream education. Our FLO campus has two teaching classrooms, a communal meeting area, a designated art space, a yarning circle and a life skills classroom.

YSC is a member of the Wellington Network of Outer Gippsland, South Eastern Victoria Region. It is the major destination for students graduating from the four local primary schools (government and catholic). It attracts 96 per cent of the intake pool at Year 7, with the nearest alternative secondary schools situated over 50 kilometres away.Total enrolment numbers have been relatively stable, currently at 330, but have started to decline. The projected numbers over the next few years are similar to this year with only small numbers coming through from our feeder schools. The school provides for students in the township and those who are bussed in from surrounding areas (approximately 160 students).

Students attending YSC, come from a range of family backgrounds, with an overall Student Family Occupation and Education index of 0.5089.There has been a notable change to economic circumstance due to the impacts of COVID, the dairy industry, and rising interest rates and this has impacted the wellbeing and provision for families. Assistance is provided through individual educational plans for Koorie students, Out of Home Care students and those on the Program for Students with Disabilities (including a specialised wellbeing and inclusion space). The current staffing profile is stable and includes: two principal class members, two leading teachers, two learning specialistsand 25.9 equivalent full-time teaching staff (EFT) and 18.1 EFT education support staff.

While our school motto is `Learning for Life¿ and opportunities to `learn local, live global¿ are embraced. The tradition of developing the whole student through a balanced and differentiated academic program, which is underpinned by vocational outcomes, and a focus on social and emotional wellbeing continues. Our vision encompasses this tradition, ¿Yarram Secondary college is a school of and for the Yarram and District Community, preparing all students to develop their social, emotional and academic skills, whilst supporting, nurturing and accelerating their ability to excel in their chosen pathway¿.

YSC is structured into two distinct Sub-Schools; Years 7-9 Middle School and Years 10-12 Senior School. Each Sub-School has a clear focus and vision. The Middle Sub-School focuses heavily on the development of each student¿s academic, social, emotional and physical well-being and growth. All students in Years 7-9 participate in the Targeted Acceleration Program (TAP); a visionary reading advancement program designed by the world-renowned cognitive psychologist Dr. Carol Christenson. Students in the Middle School are exposed to all curriculum areas and participate in collaborative, inquiry subjects which build students¿ 21st century learning capabilities in Year 8 Broadening Horizons and Year 9 Community. All of our school curriculum is based upon the Victorian Curriculum, as set out by VCAA.

The Senior Sub-School has a clear focus on providing the best possible pathways for all students; whether this be tertiary study, further training, or employment. Senior Sub-School pathways include the Victorian Certificate of Education, which includes a range of Vocational Education and Training options (on and off site), and a Vocational Major. Some of our students also complete VCE units via online delivery methods through Virtual Schools Victoria (VSV), and the Victorian Virtual Learning Network (VVLN).

Enrichment opportunities are provided at YSC through art, music, chess, instrumental music, performance, productions, leadership, public speaking, camps and excursions, sport, and external online and residential academic programs in global citizenship, Maths, Science and Engineering.

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

Inclusive Education Learning Specialist

GENERAL The Inclusive Education Learning Specialist (IELS) leads a team of school based staff, including allied health and teachers and integration staff to support students with disabilities and additional needs. The IELS works closely with the Teaching and Learning Principal and the Wellbeing and Engagement Principal as well as the Wellbeing Coordinator to create plans to best support students who have diverse learning challenges. They also support families and students as they move through secondary school. The IELS oversees the Disability Inclusion Profile Coordinator (DIPC).

The DI Learning Specialist role will apply current, evidence based psychological learning techniques to increase student outcomes. Using the theories of applied behavioural analysis science, the IELS will develop socially valid interventions that will support improved behaviour and academic outcomes.

The core aim of this position is to ensure that all students have access to, and success in mainstream curriculum and extra-curricula opportunities.

Key components of this position include:

• Supporting the development of Individual Education Plans (IEPs)
• Creating and implementing Behaviour Support Plans (BSPs)
• Building staff capacity including the organisation of training
• Promoting and supporting the development of SWPBS practices
• Management of integration aides

Key skills include:

• Relevant experience in the field of behaviour and cognitive science and the implementation of IEPs.
• An understanding of the development of literacy and numeracy as they relate to different levels of the Victorian Curriculum.
• Understanding the diverse learning needs of students and the ability to design intervention that is specific to those needs.
• Communicate effectively with staff to build their capability to support students through their IEPs, BSPs and/or through SWPBS practices.

Duties include but are not limited to: General

• Maintain accurate records and disseminate information in a timely manner
• Ensure that student decency and privacy is maintained
• Attend all meetings as requested
• Maintain a positive, student centred and behaviour focused approach to professional practice
• Lead professional learning for staff, each term, in designated meetings

Individual Education Plans, BSPs and Safety Plans

• Work closely with members of SIT, Advocacy and Wellbeing teams to identify students who need IEPs, BSPs or other interventions and support their implementation.
• Create appropriate intervention programs that are based on current evidence-based practice.
• Implement and/or source appropriate testing and use the data to inform interventions.
• Integrate the advice of professional services where relevant.
• Ensure that intervention programs are socially valid, and that all relevant stakeholders and professionals, have been appropriately consulted.
• Conduct SSG meetings and review IEPs and intervention plans, at regular intervals to ensure that integrity is maintained.

Supporting staff

• Build staff capacity in the use of cognitive science and, as needed, provide or organise training.

This includes, but is not limited to:

• Effective application of intervention program
  • Causes
• Program fidelity
• SWPBS practice
• Teaching practices that support student growth.
• Psychology of learning as it relates to teaching.
• Support staff in the implementation of BSPs and IEPs
• Be a point of contact for staff in the use of SWPBS practices, intervention or IEP queries

Responsibility

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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

Qualification Requirements

• 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 atRecruitment in Schools.