Inclusive Education Teacher - Behaviour

Location: Melbourne | Western Metropolitan

Job type: Full time / From 07/10/2024 - 31/12/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1432748

Location Profile
College Profile

St Albans Secondary College¿s vision, values and guiding principles combine to create a safe, supportive and structured environment where every student is supported and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.

We are proud of our school community's achievements: our results in almost all areas are significantly higher than the average for the State, and for similar schools. St Albans Secondary College has regularly been recognised as a high performing school. In studies undertaken by the Department of Education and the University of Melbourne we were well above state benchmarks in all measures. These outcomes, together with excellent attendance rates, continued growth in students' literacy and numeracy skills, and significant improvement in students' sense of connectedness and safety, are a testament to the combined efforts of staff, families and students.

Our commitment to foster the academic and personal development of each student, to provide a high-quality education, and to guarantee a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture.

The SEAL (Select Entry Accelerated Learning) program is offered to challenge and motivate gifted and talented students from Year 7 right through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs including the Kwong Lee Dow Scholars¿ program, and they consistently gain entry into top level tertiary courses.

A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment is an essential aspect of the College's culture, as is our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular program. Activities include a comprehensive instrumental music program, drama and music production, public speaking and debating, writers' workshops, a camps program, sports teams and carnivals, a House system, and a range of student clubs.

Our vision for wellbeing is to support all members of our school community to develop a resilient mindset by striving to ensure that everyone feels Connected, Protected and Respected. The development of a comprehensive allied health team approach to student wellbeing, recent work on resilient mindsets, and further strengthening student wellbeing programs have been important in fostering engagement, positive behaviour, and respectful relationships.

Creating a strong community is an important part of the College's strength. We actively seek the contributions and participation of families, as well as business and university partners, and our vibrant and growing Alumni program to create the best possible surroundings for our students to learn and grow. Our students benefit from a range of high-quality opportunities to engage with business and community partners through mentoring and leadership programs, and the Alumni program. Our staff are deeply committed to fostering the learning and wellbeing of each student. Parent satisfaction with the school is well above the state average, and reflects the confidence parents and families have in the work we do together.

St Albans Secondary College is a community where staff and parents work together with, and for the benefit of, students. Staff are deeply committed to the academic progress, and personal development and wellbeing of each student.

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.

Role
The role of Inclusive Education ¿ Behaviour is responsible for supporting the delivery of the Disability and Inclusion Program at the College. Inclusive Education Teachers work in partnership with the Leading Teacher ¿ Inclusive Education, Individual Needs Coordinator, Sub School Staff and the Wellbeing team to support students with challenging and complex behaviours, disabilities and additional needs to achieve high-quality outcomes at the College. Inclusive education teachers will promote a culture of high expectations for students, staff and parents, and support this by modelling best practice and implementing school and DET policies, including the Framework for Improving Student Outcomes.

Responsibilities
Development of Student Supports and participation in SSGs

Provide support and guidance in the develop of individual education plans (IEPs) for students with complex and challenging behaviours across the College.
In consultation with Sub School teams, develop appropriate plans and implement adjustments to support students with complex and challenging behaviours (e.g student support plans, student support snapshots, behaviour management plans, student self-regulation plans)
Ensure students have a voice and agency in the development of plans and the SSG process.
Attend SSGs for students with challenging behaviours to provide expert guidance to support students thrive.
Build staff capacity to understand, develop and implement adjustments to support students with complex and challenging behaviours.
Support the Leading Teacher ¿ Inclusive Education and the Individual Needs Team to prepare and gather supporting information for Disability Inclusion profile meetings.
Teaching and program delivery

Assume a teaching load of one class (up to 5 lessons a week) and model best practice in disability inclusion and behaviour management to staff.
Develop targeted programs to support students with challenging behaviours to thrive in the College environment.
School Wide Positive Behaviour Support (SWPBS)

Support the role and implementation of SWPBS as a member of SWPBS team.
Support the SWPBS Team Leader to provide professional learning to staff on SWPBS.
Support the SWPBS Team Leader with development of school processes and policies to embed SWPBS at the College.
Partnerships

Engage with Aboriginal and Torres Strait Islander and Culturally and Linguistically Diverse students, and communities
Build strong relationships with St Albans Secondary College students to ensure best support for students.
Work collaboratively with the St Albans Secondary College Individual Needs team, Wellbeing staff, Sub School Teams, and Education Support teams, to ensure supports and adjustments are implemented to support students.
Network and collaborate with allied health services working in and out of the school to deliver adjustments to students.
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 [email protected]

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

Other Information
Applications must include:

1. A cover sheet providing contact information including email and phone number (address optional).

2. A CV with a summary of experience and qualifications.

3. Specific Key Selection Criteria response.

4. The names, email addresses and contact details for three referees.

For ease of handling by the school, all documents (cover letter, CV and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document.

All applicants should ensure that their personal profile on Recruitment Online is up to date.

Applicants seeking further information about the College or this position, are encouraged to contact the General Office on 03 9366 2555, prior to the closing date of applications.

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
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.

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