Education Improvement Leader - Diverse Learners - South Eastern Victoria Region,Inner And Oute[...]

Education Improvement Leader - Diverse Learners - South Eastern Victoria Region, Inner and Outer Gippsland (PN: 20012904)Job posted: 20/11/2024
Job type: Full time / From 28/01/2025 - 06/10/2029
Organisation: Schools (Government)
Location ProfileThe Department of Education (DE) 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.
An exciting opportunity exists for teachers to join the Diverse Learner's Hub (DLH) regional team.
The DLH is a critical capability building initiative of Disability Inclusion and the Autism Education Strategy.
The DLH is about equipping the education workforce to meet the educational needs of students with characteristics associated with autism, attention deficit hyperactivity disorder (ADHD) and learning difficulties such as dyscalculia and dyslexia (`diverse learners').
The DLH is delivered through a team in each region and supported by a team in central office.
The DLH workforce of education improvement leaders-diverse learners (EIL-DLs) with expertise in autism and/or learning difficulties are located across the Department of Education regions.
EIL-DLs work with schools to build system-wide capability in inclusion and support for students with diverse learning needs.
They also work with area and regional staff to ensure they bring an evidence-based learning diversity lens to their work with schools.
Travel within the successful candidate's allocated Region will be required. Selection CriteriaKSC 1: Victorian Public Sector Values as detailed in 'Organisational Values' section.KSC 2: Demonstrated ability to support/lead inclusive education practices for students with autism/learning difficulties at the whole school level.KSC 3: Demonstrated ability to build the capabilities of others.KSC 4: Demonstrated highly effective stakeholder engagement skills.KSC 5: Demonstrated ability to drive improvement and contribute to agreed organisational outcomes.KSC 6: Demonstrated ability to communicate clearly, succinctly and persuasively, with consideration for the target audience through written and verbal communication.
RoleThis role is critical in supporting schools to meet the educational needs and aspirations of students with characteristics associated with autism, attention deficit hyperactivity disorder (ADHD) and learning difficulties such as dyscalculia and dyslexia (`diverse learners') across their Region.
All support provided by the role is focused on the mainstream school system.
The role is focused on the whole-school practice change.
The role does not work directly with students or provide individual student support.
The EIL-DL role focuses on four key objectives:
Support the identification of schools' strengths and areas for development in meeting the learning and wellbeing needs of diverse learners.Support strategic planning to build on their schools' strengths and areas for development to better meet diverse learners' wellbeing and learning needs.Support schools to implement their strategic plans to better meet diverse learners' wellbeing and learning needs.Support the monitoring and evaluation of a school's efforts in meeting the needs of diverse learners.EIL-DLs achieve these objectives by:
Supporting school leaders to build the capabilities required to meet the educational needs of diverse learners through whole-school approaches.Supporting school leaders to consider diverse learners in whole-school improvement planning and implementation.Helping school leaders to support the professional learning of their staff to help them meet the educational needs of diverse learners.Leveraging links with and support for other Area and Regional colleagues to support a holistic, integrated multi-disciplinary approach to school improvement.Collecting and analysing data and identifying opportunities to further strengthen system support to meet the educational needs of diverse learners.Travelling across their allocated Region, as required, to fulfil their duties.Other duties, as required.ResponsibilitiesStrategy and service delivery development Support school leaders to confidently meet the functional needs of diverse learners through action at the whole school level.Facilitating and maintaining effective regional relationships Facilitate internal and external relationships to initiate and implement system change in accordance with the DLH priorities, models of support, processes and tools.Bring lived experiences and 'student voice' representing diverse learners into Area/Regional strategic school support work.Support and foster change across the Region, including through the exchange of information, and through proactive advocacy for lifting learning and development outcomes and achievement for diverse learners through supporting practice improvement and capability building at the whole school level.Specialisation - Planning for the learning and development system Contribute to the implementation of the state-wide DLH goals to support the provision of education to better identify and meet the learning and wellbeing needs of diverse learners.Broker partnerships and networks at the local level to improve whole school inclusive practices for diverse learners.Facilitate integration across the sectors to ensure that diverse learners make secure transitions from early childhood into primary school, primary into secondary school and from secondary school to further education or employment.Who May ApplyRequired: Teaching qualificationRequired: Expertise in autism or learning difficulties within the context of educationRequired: Teachers currently registered or eligible for registration with the Victorian Institute of TeachingDesirable: Relevant qualification in inclusive education, autism and/or learning difficultiesDesirable: Experience in primary or secondary school settings (preferably but not limited to mainstream)EEO AND OHS CommitmentApplicants 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.
Child Safe StandardsVictorian 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 EmploymentAll 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.#J-18808-Ljbffr