Classroom Learning Adjustment Specialist

Job posted: 30/10/2024 Job type: Full time / From 28/01/2025 - 26/01/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1448073 Location Profile Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong made up of four Prep - Year 8 campuses and a fifth Year 9 - Year 12 campus. The college also boasts a Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) on our Goldsworthy site. The College operates through a three sub-school structure to enhance our 'One School - One Team' ethos which emphasises a rigorous focus on Student Learning underpinned by a proactive and supportive well-being framework. Across the college, staff work in Professional Learning Communities based upon the Stages of Learning: Prep - Year 2, Year 3 - 6, and Year 7 - 9 & Year 10 - 12. These teams meet regularly in Campus based and college wide groups to implement data informed strategies that support continued improvement of learning outcomes for all students. Organisationally the college is arranged in three sub schools, the Hendy P-8 Campus and Peacock P-8 Campus Sub School; the Wexford P-8 Campus and Tallis P-8 Campus Sub School and the Goldsworthy Year 9-12 Sub School. Additionally, the College Assistant Principal - Student Enrichment Programs leads a portfolio that includes oversight of programs that connect students with further educational opportunities as well as providing executive leadership to College facilities including the Family and Early Learning Centre and the GITTC. The College is very well supported by a strong team working to implement a college wide, sustainable Inclusion Team structure that consists of specialised teachers and education support staff, including a College Inclusion Leader, Inclusion Support Coordinators, Mental Health Wellbeing Leaders (Years P-6), Inclusion Workers and an Inclusion Administration Assistant. The Inclusion Team works closely with the College Nurse, College Wellbeing Team, mentor teachers, education support staff, CALD staff, Allied Health practitioners and DET Student Support Services. As a College we embrace our diversity, boasting a proud cohort of Culturally and Linguistically Diverse (CALD) students and a large First Nation student population. The College supports the needs of students through a structured English as an Additional Language program (EAL) and through implementation of the Marrung Strategy. Our vision is to instill community commitment, confidence and high expectations in lifelong learning by: Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best Developing young people who are engaged, motivated and challenged to fulfil their potential Maximising educational opportunities and creating purposeful and diverse pathways for all students Developing partnerships with other schools, community organisations and business Northern Bay College is characterised by school values inspired by student voice: Growth The College has a shared community commitment to support every child to grow academically and emotionally. With a growth culture we celebrate improvements in skills, engagement, outcomes, and participation. We value positive actions and relationships across the College that increase our collective potential for improvement. Actively working together supports our goal to better improve outcomes in learning, health, and participation. Persistence Our College communities share expectations to continue to pursue our goals and outcomes, even if challenging or when it takes time and energy. We seek solutions and strategies to ensure our ongoing improvement. Kindness Our College encourages all members of our community to model and interact with each other in a positive and respectful manner. As students, staff, and families we operate with a kindness mindset, encouraging and developing an inclusive and diverse community. In Summary We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. Local Criterion: Northern Bay College is committed to high levels of accountability in ensuring that identified learning adjustments, as developed for students through Individual Education Plans are delivered with fidelity. We seek a candidate with demonstrated capacity in applying student adjustments within the classroom and in working alongside teachers to increase their efficacy in working with students with identified learning adjustments. Role Northern Bay College is proud of the work that has been done to create a truly inclusive learning environment and program that provides increased accountability for the achievement of student goals and targets as documented in IEPs. Over the past three years the college has been a system leader in the development of practice and support in this space. This work has included the development of roles such as the College Inclusive Practice Leader - AP, Campus Learning Adjustment Specialist (CT 2), and Classroom Education Support - ES. We are introducing a new role to be known as Classroom Learning Adjustment Specialist (CT 2). The Classroom Learning Adjustments Specialist (LAS) will be a member of a designated Stage of Learning (SOL) team. They will play a crucial role in supporting educators directly in the learning environment on a daily basis to implement necessary adjustments for students with identified learning difficulties in order to enhance their learning experience. Classroom LAS will be involved in the development of classroom curriculum content, scaffolding tasks and co-teaching. An example of this could include small group work focused on the development of personal and social capabilities and/or identified academic goals - in both cases as documented within Individual Education Plans (IEP). The Classroom LAS will be responsible for the development of inclusive practice that is required to ensure students reach the targets and goals identified within their IEP. The Classroom LAS will be a member of the wider Campus Wellbeing and Inclusion Team, and as part of the broader College Inclusive Practices Team. This role will be directed and guided by the College Inclusive Practices Leader and the Campus Principal Team to ensure all students with identified disabilities and learning difficulties are well supported and resourced in the school environment. Key Areas of Focus: Support and build the capacity of teachers to implement adjustments, provide an inclusive learning environment and a curriculum that can be accessed by all Work across a small group of classes to embed Tier 2 and 3 adjustments as detailed in individual student IEPs Collaborate and support education support staff to implement and embed student adjustments. Responsibilities Meet regularly with College AP - Inclusive Practices; LT - P&SC Leader; Campus PCO and the Campus LAS to build and align inclusive practices across the college. Consult with Inclusion Support Coordinators, Campus Leadership, Classroom Teachers and Campus Wellbeing Teams to review student needs and identify areas for support; prioritise and plan for Tier 2 and 3 interventions. Collaborate with Campus Inclusion Support Coordinators and allied health practitioners to identify and develop specific student adjustments. Provide and support the implementation of 1:1 and small group targeted intervention as stated in Individual Education Plans and specialist recommendations. Record adjustment support provided to individual students by documenting the specific adjustments and targeted support in teacher planners, student adjustment snapshots and IEPs. Track and maintain detailed records of student progress and the impact of adjustments and targeted support. Ensure record of adjustments and targeted support are up-to-date and accessible for review by the Student Support Group. Advocate for student voice and agency in regards to learning and engagement needs, and creating short and long term goals. Support teachers to write Individual Education Plans, setting SMART goals supported with appropriate and effective adjustments. Support teachers and classroom ES through mentoring, co-teaching and supporting the development of an inclusive classroom and practices modelling, building their capacity to identify and implement student adjustments in the classroom. Contribute to differentiation and adjustment discussions during learning community planning meetings and ensure these are documented in teacher planners. 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. 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. 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. #J-18808-Ljbffr