Visiting Teacher - Hearing Impairment - South Eastern Victoria Region (20005562)

Visiting Teacher - Hearing Impairment - South Eastern Victoria Region (20005562) Job posted: 18/10/2024 The Department of Education leads the delivery of education and development services to children, young people, and adults both directly through government schools and indirectly through the regulation and funding of early childhood services, non-government schools, and training programs.
The Department is delivering Disability Inclusion (DI) to transform the way students with disability are supported in Victorian government schools.
DI is providing a range of supports, tools, guidance, and training to ensure schools can provide an inclusive environment for all members of their school community.
Role Context Schools and Regional Services comprises 17 Areas within four regions across the state, as well as 5 central Divisions.
The responsibilities of Schools and Regional Services include: Service delivery including performance, contract management, funding delivery, and acquittal.
Program implementation including detailed implementation planning and delivery.
Local area engagement, advice, support, and partnerships.
Workforce capability development, professional practice leadership, and delivery.
Emergency management including critical incident response.
Supporting strong regional partnerships with early childhood services, schools, and other education providers to deliver high-quality services and outcomes with a 0-18 focus.
The regional model is designed to: Connect between central government policy and the delivery of high-quality services to Victorians.
Drive outcomes across all stages of learning through expert advice and support.
Connect with families, service providers, schools, and communities.
Lead, collaborate, and partner at a local level to overcome social and economic challenges facing our communities, towns, and cities.
Deliver health, wellbeing, and support services to children, young people, and their families to assist them in their learning and development.
Improve connectedness and transitions between important points in a child's life - such as between early childhood, kindergarten, school, and tertiary education.
Assist and support children and young people who are vulnerable, disengaged, and those with disabilities or challenging behaviour.
Selection Criteria Substantial experience in teaching students with additional learning or wellbeing needs in a relevant setting and preferably experience working with schools in the area of inclusive practices.
Demonstrated capacity to work within a collaborative, multidisciplinary professional team and contribute significantly to the achievements of the team.
Demonstrated ability to design, deliver or broker professional learning for teachers and other relevant professionals on relevant topics such as physical disabilities, health impairments, additional learning needs, and appropriate teaching and learning strategies delivered in part via tele-practice where relevant.
Demonstrated excellent teaching and learning skills, and substantial experience to promote full access and inclusion for students with physical disability and/or autism, vision, and hearing impairment.
Demonstrated high level communication skills, networking, and interpersonal skills, including the ability to liaise effectively with a wide range of people in the education community and agencies on complex matters.
Role To support the implementation of Disability Inclusion, the Visiting Teacher Service provides leadership and capability building for teachers and schools in the provision of effective curriculum and pedagogy to support student engagement, access, and inclusion for students with disability or impairment in the areas of physical disability, health impairment, autism, vision impairment, and hearing impairment.
The Visiting Teacher assists schools and school staff to understand both the functional needs of students and the development and implementation of inclusive practices.
This may include but not be limited to the development of appropriate educational programs, modifications, reasonable adjustments, and collective and individualised supports for students with a disability.
A component of the role could include service delivery via tele-practice.
Responsibilities Visiting teachers undertake a variety of roles and responsibilities that may include (but are not limited to): Support Whole School Initiatives Providing specialist advice and support to schools in the planning, development, delivery, and evaluation of curriculum to ensure full access and inclusion for students with physical disability and/or health impairment, hearing impairment, vision impairment, autism, complex behaviour, and learning difficulties.
Working collaboratively with key stakeholders to ensure a coordinated approach to promoting access and inclusion related initiatives, liaising with relevant personnel within the region and participating in other related projects.
The use of innovative technologies in program delivery to improve access and inclusion to the curriculum for eligible students.
This will include the delivery of visiting teacher intervention strategies via tele-practice, where relevant.
Enhance Specific Classroom Practices The promotion of effective specific teaching and learning practices and skills to bring about sustained change in classroom practice.
Support the classroom teacher to identify the needs of the young person and deliver the necessary adjustments to access their learning.
This may include the contribution of specialist advice to support the Disability Inclusion Profile process.
Providing educational services to students from pre-school transition to VCE.
The provision of case support and assistance to other visiting teachers and regional staff in the area of physical disability, health impairment, vision impairment, hearing impairment, or autism.
Undertake other duties related to supporting students with disabilities and impairments, as requested by the Manager, in response to changing priorities or new initiatives, including supporting the rollout of Disability Inclusion.
Who May Apply Teachers with Special Education Qualifications.
Teachers currently fully registered with the Victorian Institute of Teaching with a recognised special education qualification or demonstrated experience in teaching students with impairments.
Teachers who do not have an approved special education qualification but do have current full registration from the Victorian Institute of Teaching may apply.
Preference will be given to applicants who have an approved special education qualification.
Job share applicants will be considered.
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.
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