Disability Inclusion Co-ordinator

2 months ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 27/01/2025 - 26/01/2026

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Teacher

Reference: 1443862

**Location Profile**:
Eastwood Primary School and Deaf Facility, in partnership with its community, seeks to optimise the potential of each individual and promote a friendly, safe and healthy school environment. We aim to extend knowledge, challenge thinking, provide choice and ignite passions. The Facility for Deaf/Hearing Impaired students, services the surrounding districts. Deaf students are integrated with additional support provided by Teachers of the Deaf.

The School was opened in 1953 in quiet surroundings in Ringwood East in the City of Maroondah. The 597 students are mostly from the local area with the Facility for Deaf/Hard of Hearing students servicing the surrounding districts. A new rebuild has delivered state of the art, contemporary, open learning spaces in three interconnected learning pods.

The school's motto 'Enthusiasm Precedes Success' empowers individuals and teams to develop a sense of connectedness, purpose and zest for learning. We seek to build self-confidence, self-esteem and resilience in order for our students to approach life experiences, opportunities and challenges with self-assurance and energy.

At Eastwood Primary, teaching practice and curriculum planning begin with the understanding that all students can learn and succeed.

Teaching and learning at Eastwood Primary includes:

- multi-age groups across the school
- students building on existing knowledge and skills
- staff articulating learning intentions for lessons and developing learning programs to achieve this
- differentiation of content, process and products to enable all students to achieve their potential
- the pursuit of excellence
- the acquisition of thinking, problem solving and decision making skills
- celebration of improvement, achievement and success
- developing self-esteem, self-discipline and an understanding of the rights of others
- developing self-confidence, and a preparedness to persist, respond to change and take up

opportunities
- developing pride and respect for the environment
- using teaching approaches, strategies and assessments that are comprehensively planned by

teams using Victorian Curriculum to maximise student learning
- providing Individual Learning Plans for students with additional needs
- integrating deaf and hard of hearing students into classes with hearing peers and supported

by Teachers of the Deaf
- providing specialist programs in Performing Arts, Physical Education, Visual Arts and LOTE - Auslan
- communicating student learning to parents using three-way conferences, portfolios, two written

reports and student support meetings
- integrating ICT across the curriculum using a variety of interactive devices

At Eastwood we have a clearly articulated Student Wellbeing practice which is documented in the Eastwood Primary School Engagement and Wellbeing Policy. Our approach is based on researched best practice and focuses on the whole school, small groups of children and individual students.

**Selection Criteria**:
**SC1** Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

**SC2** Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

**SC3** Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

**SC4** Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

**SC6** Demonstrated knowledge of the Disability Inclusion Model.

**Role**:
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality te

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