Job type: Full time / From 28/01/2025 - 18/12/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1436614
Job posted: 16/09/2024
Closes: 10/10/2024
Location ProfileAscot Vale Heights School is a state government P-12 school that caters for students diagnosed with an Intellectual Developmental Disorder. We are deeply passionate about preparing young people to reach their full potential and become active and engaged global learners. AVHS provides evidence-based learning that maximises the independence of each person in an innovative and engaging and inclusive learning environment. It is located in the Travancore Estate of Ascot Vale. The school offers excellent programs to promote the learning and independence skills of all students. Specialist classes include Physical Education, Music, Art, and the Stephanie Alexander Kitchen and Garden Program. Parents are engaged and actively participate in their children's education. A number of information sessions and programs to support parents are held throughout the year.
RoleLearning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers, and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high-quality teaching and learning in delivering improved achievement, engagement, and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and mentoring and coaching teachers in improving the skill, knowledge, and effectiveness of the teaching workforce.
As a Behaviour Coach, you will play a vital role in assessing, developing, and implementing behaviour support plans for students with diverse learning needs. The key focus of your role will be in building teacher and ES capabilities in developing, implementing, and reviewing these plans and developing functional thinking and practice. This will be achieved through a combination of peer observation, coaching, delivery of targeted professional learning, demonstration, and modelling. ResponsibilitiesResponsibilities: Conduct Functional Behaviour Assessments (FBA): Conduct comprehensive assessments to identify the factors influencing student behaviour and determine the function(s) of behaviour.Develop Behaviour Support Plans (BSP): Design individualised behaviour support plans based on the results of FBAs, incorporating evidence-based practices and positive behaviour supports. Where FBAs are not required, support staff in collecting and using antecedent data to inform behaviour supports for students, and evaluate their effectiveness.Collaborate with Educational Teams: Work closely with school leadership, teachers, support staff, and other relevant stakeholders to implement behaviour support plans effectively and ensure consistency and quality across classrooms. As part of this process, look for opportunities to include student voice into the development of behaviour support plans and the identification of behaviour goals.Provide targeted Professional Learning: Present targeted professional learning to staff and teams on understanding environmental and context factors impacting student behaviour in classrooms, antecedent strategies to reduce the likelihood of disruptive behaviour, essential teaching and learning practices, and supporting the implementation of behaviour intervention plans.Data Collection and Analysis: Collect and analyse data to evaluate the effectiveness of behaviour intervention plans and work with teachers/teacher teams to make data-driven decisions to modify strategies as needed.Progress Monitoring: Regularly monitor and document student progress in behaviour goals, providing ongoing feedback and support to teachers, educational teams, and parents.Collaborate with Families: In collaboration with school staff, develop positive relationships with families and involve them in the behaviour support process, providing guidance and strategies for home reinforcement.Stay Informed on Research and Best Practices: Continuously update knowledge of current research, best practices, and interventions in the field of behaviour analysis, incorporating new techniques into practice as appropriate.Who May ApplyTeachers 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 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, 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.
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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: [link].
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.
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.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Department HR Website.VIT LANTITETo 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.
Job classification:Learning Specialist Range 3
Contact:To apply for this role, you will be redirected to the Schools (Government) job application system.
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