Job Title

Location: Melbourne - CBD and Inner Metro suburbsReference: 1481373Selection CriteriaPlease select either range one or range two selection criteria (dependant on your current range).Range 1 section 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.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.SC6 Ability to work in a complex environment: capacity to demonstrate resilience, composure and compassion in a medical environment and its associated challenges.Range 2section 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 Ability to work in a complex environment: capacity to demonstrate resilience, composure and compassion in a medical environment and its associated challenges.RoleAs a School Transition Specialist, youll play a key role in ensuring students with complex needs experience a smooth and well-supported transition from The Royal Childrens Hospital (RCH) to a community educational setting.This position involves liaising with students, families/caregivers, educators, health professionals, and community agencies to identify educational needs and coordinate tailored supports. You''ll lead a child-centred, multidisciplinary approach to ensure that appropriate adjustments are in place to support learning, wellbeing and access to the physical environment.Youll also be responsible for the development and coordination of key documentation, such as supporting curriculum adjustments to ensure alignment with individual learning needs and educational goals. Individual Education Plans (IEPs), Disability Inclusion (DI) documentation, Victorian Curriculum Assessment Authority (VCAA) and Special Entry Access Scheme (SEAS) applications, assessments, and funding support letters. Your work will ensure that schools and kindergartens are well-prepared to meet each childs individual needs.Case management is an important part of the role, including leading case conferences, Student Support Group (SSG) meetings, graded return to school/kindergarten planning, and coordinating referrals to external services. The role also involves leading hospital discharge planning to ensure continuity of learning and clear, well-documented handover processes.There will be active engagement with education and support services across the Department of Education (DE), Catholic and Independent schools, and community sectors, including services such as Visiting Teacher Service (VTS), Student Support Services (SSS), Regional Disability Coordinators, LOOKOUT, Koori Education Support Officers (KESO), Navigator, and Kindergarten Inclusion Support (KIS).This is a meaningful and dynamic role that requires a thorough understanding of education systems and the ability to operate effectively within complex, multidisciplinary settings. Your expertise will be essential in identifying and addressing barriers to student access, inclusion, and educational success.The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties, provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.Classroom Teacher: Range 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricular activities.Classroom Teacher: Range 2Range 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 teacher practice.Range 2 classroom teachers will be expected to:Have the content knowledge and pedagogical practice to meet the diverse needs of all studentsModel exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacityProvide expert advice about the content, processes and strategies that will shape individual and school professional learningSupervise and train one or more student teachersAssist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.ResponsibilitiesClassroom Teacher: Range 1The role of classroom teacher may include but is not limited to:Direct teaching of groups of students and individual students;Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;Undertaking other classroom teaching related and organisational duties as determined by the School Principal;Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;Undertaking other non-teaching supervisory duties.Classroom Teacher: Range 2The role of classroom teacher may include but is not limited to:Direct teaching of groups of students and individual students;Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;Undertaking other classroom teaching related and organisational duties as determined by the School Principal;Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;Undertaking other non-teaching supervisory duties.Role PurposeTo provide RCH patients and community education settings with evidence-based, best practice, educational advice and advocacy.To support successful school transitions by facilitating engagement or re-engagement with community-based education or vocational programs, as appropriate.Key RequirementsEducationIdentify educational need and support student transition to school/kindergarten, in consultation with families/caregivers, education settings and health professionals.Assist patients, families/caregivers and the education setting to maintain continuity of the patients education during transition to school/kindergarten.Development/coordination of medical/educational support documentation e.g., Individual Education Plan (IEP), Disability Inclusion (DI) documentation, Victorian Curriculum Assessment Authority (VCAA) documentation, Special Entry Access Scheme (SEAS) applications, assessments, funding support letters and other relevant documentation in collaboration with families/caregivers, schools and health professionals.Lead a child-centred, multidisciplinary approach (including the student, families/caregivers, school/kindergarten, health professionals and community agencies) to ensure that appropriate modifications and adjustments are in place, to support access to the curriculum and the physical environment.Coordination of medical training for schools/kindergartens to support student medical needs.Provide effective case management by coordinating multidisciplinary supports through case conferences, family/caregiver engagement, Student Support Group (SSG) meetings, personalised timetable planning, and referrals to appropriate external agencies.Engage Visiting Teacher Service (VTS), Student Support Services (SSS), Regional Disability Coordinators, LOOKOUT, Koori Education Support Officers (KESO), Navigator, Kindergarten Inclusion Support (KIS) and other Department of Education, Independent, Catholic and community services.Provide evidence-based, best practice education support, information and advice to kindergartens, schools, tertiary institutions, Department of Education regional networks, health professionals and community agencies.Enrolment support for students and their siblings, if required.Support the development and implementation of curriculum adjustments that align with each students individual learning needs, strengths, and educational and wellbeing goals.Manage the hospital discharge process for student cases with professionalism and care, ensuring comprehensive case closure, clear communication during handover, and detailed, compliant documentation.ReportingCollect and maintain accurate data and information, including documentation within school and hospital systems.Professional DevelopmentEngage in professional development, including participation in formal supervision, case reviews, and Statement of Expectations cycle.Skills and AttributesStrong advocacy skills to support student access, inclusion, and equitable educational outcomes.Skilled in supporting students with complex learning, health, developmental, social, and emotional needs.Demonstrated understanding of trauma-informed practice and its application in educational settings.Ability to build strong, respectful relationships with students and families/caregivers.High-level communication and interpersonal skills to engage effectively with individuals from diverse backgrounds.Ability to navigate sensitive situations and conflict with empathy, discretion, and cultural responsiveness.Ability to develop, adjust, and interpret Individual Education Plans (IEPs).Experience collaborating with multidisciplinary teams, including educators, healthcare professionals, and external agencies.Adherence to child safety standards, ensuring a safe environment for students.Organised and proactive, with strong time management and case coordination skills.Capacity to adapt to a dynamic and changing work environment, showing flexibility in a hospital-based school setting.Clear understanding of professional boundaries and commitment to working within defined scope of practice.A positive and proactive team member who contributes to a collaborative, professional, and harmonious workplace through a solutions-focused approach.The School Transition Specialist will support other initiatives as required.Who May ApplyTeachers with the aptitude, experience and qualifications to fulfil the specific requirements of the position.Please submit your CV, cover letter and document addressing the Key Selection Criteria (1 or 2 not both).Please state which range (1 or 2) you are applying for in your cover letter.Please note we will try and respond to any questions you may have promptly. YYRCHS will be closed over the school term break however we endeavour to respond to your enquiry on our return.We strongly encourage anyone considering the School Transition Specialist role to register for our upcoming Open Night. Its a valuable opportunity to hear more about the position, understand our unique school context, and meet members of our leadership team.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 (seeWorkplace 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 marrung@education.vic.gov.auChild 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: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: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.Staff employed by YYRCHS are required to complete a National Police Check at their own expense to meet the Royal Childrens Hospital onboarding requirements.New staff must adhere to the Royal Children''s Hospital vaccination policy.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.Location ProfileYalingbu Yirramboi - The Royal Childrens Hospital School (YYRCHS) was officially registered as a Victorian Government school in June 2024.YYRCHS keeps students connected to their education by bridging the gap between hospital, home, and their base education setting.Educators design and deliver targeted and individualised learning to improve valued student outcomes (academic, developmental, physical, social, and emotional wellbeing). We set our learners up for success by ensuring they experience continuous engagement in learning. We are dedicated to empowering students and caregivers, advocating for their needs, and fostering a supportive environment for them to become champions of their own education post-hospital discharge.Learners at YYRCHS are a transient student cohort, who receive education interventions on a short or long-term basis dependant on eligibility and educational risk.Teachers meet new patients to discuss their learning needs and determine the appropriate level of educational support. Eligible students will be offered individual (bedside) learning, group (classroom) learning experiences, or a combination of both.Each student receives an Individual Education Plan (IEP) prepared in collaboration with the student, families/caregiver, multidisciplinary treatment teams and the base educational setting. The IEP is reviewed regularly and updated in line with the student''s educational progress.Early YearsOur hospital kindergarten program is led by qualified early childhood educators who, through engaging play-based learning, help prepare children for school.PrimaryThe school offers an evidence-based program that is built on high-impact teaching and wellbeing strategies and underpinned by the Victorian Curriculum, with a focus on literacy and numeracy.Secondary, VCE and Senior Secondary PathwaysSpecialist teachers assist secondary and senior secondary students to remain connected to their studies during a hospital stay, with a focus on educational tasks assigned by their base school.School TransitionsA team of skilled education professionals facilitates smooth transitions for children and young people as they re-enter or enrol in appropriate educational settings while serving as advocates for all stakeholders involved.Applications close Sunday 3 August 2025 at 11.59pm #J-18808-Ljbffr