Teacher of the Deaf-Learning Enhancement

POSITION OVERVIEW

The Teacher of the Deaf is a valued member of the Learning Enhancement Team, providing specialised expertise to support deaf and hard-of-hearing students while contributing to the learning growth of all students. This role involves working collaboratively with classroom teachers to adapt curriculum, develop and implement Individual Education Plans (IEPs), and deliver targeted interventions that promote access and engagement. The Teacher of the Deaf also supports whole-school professional learning, fosters inclusive classroom practices, and builds strong partnerships with families to ensure every child is known, supported, and able to thrive.

KEY RESPONSIBILITIES

Specialised Support for Deaf Students:

● Provide tailored educational support to deaf and hard-of-hearing students.

● Collaborate with classroom teachers to adapt lesson plans, assessments, and materials to ensure accessibility.

● Facilitate the use of assistive hearing & listening devices, Soundfield systems, and other communication technologies.

● Provide both one-on-one or small group instruction and intervention focused on listening skills, language development, literacy, and comprehension.

● Serve as a liaison between the school and external specialists, such as audiologists, speech pathologists, and Deaf education professionals.

● Stay up-to-date with current research and best practices in Deaf education and share knowledge with colleagues.

Collaborating on Individual Education Plans (IEPs):

● Work closely with classroom teachers, allied health and the Learning Enhancement Team members to co-develop comprehensive Individual Education Plans (IEPs)

● Monitor and review IEP goals regularly through Student Support Group meetings (SSG) providing input on student progress and making necessary adjustments.

● Ensure IEPs are consistently aligned with the unique needs of each student, fostering academic and personal growth.

Collaborative Teamwork in Learning Enhancement:

● Collaborate with classroom teachers, learning support staff, and leadership to implement learning plans that meet the needs of all students, including those with learning difficulties or requiring extension.

● Participate in regular meetings with the Learning Enhancement Team and Grade Level Teams to review student progress and adjust instructional approaches as needed.

● Support classroom teachers in differentiating instruction, providing resources, and creating inclusive learning environments that challenge and engage all students.

● Lead or participate in professional learning for teachers on strategies to support diverse learners, including those with sensory impairments, learning difficulties, and high abilities.

Assessment and Progress Monitoring:

● Conduct assessments of deaf students’ academic and language progress to inform IEPs or student support plans and targeted interventions.

● Monitor the progress of all students within the Learning Enhancement program, making data-driven decisions to support their growth and development.

Family Engagement:

● Communicate regularly with families of deaf students, offering support and guidance in understanding their child’s educational needs.

● Engage with families of students in the Learning Enhancement program to ensure a collaborative approach to supporting student learning, extension, and well-being.

Qualifications and Skills:

● Qualified Teacher of the Deaf with experience in Deaf education and language development (or a willingness to undertake appropriate training).

● Strong understanding of assistive listening devices and technologies.

● Excellent communication, collaboration, and organisational skills.

● Commitment to inclusive education and the ability to adapt teaching strategies to meet diverse learning needs.

● Knowledge of Auslan is highly desirable but not essential.

KEY SELECTION CRITERIA

Evidence of commitment to high quality teaching and learning that fosters the development of the whole child, academically, socially, emotionally and physically.

Demonstrate capacity to work with colleagues to continually improve teaching and learning and a commitment to ongoing professional learning and its application to classroom practice to provide individualised, differentiated and personalised learning for all students, including those who are Deaf or Hard of Hearing (DHH).

Demonstrate understanding for the Professional Learning Community model and how it supports learning for all including monitor and assess student learning data and to use this data to inform teaching and improve student learning.

Demonstrate high level written and verbal skills and high-level interpersonal skills including a capacity to develop collaborative relationships with students, parents and other staff.

Demonstrate a commitment and capacity to actively contribute to a broad range of school activities.

Demonstrate a high-level ability to articulate learning strategies to support Deaf or Hard of Hearing (DHH) students.

Please note: the written response for each of the key selection criteria above should be no more than one A4 page each.

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET VALUES

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at:

https://www2.education.vic.gov.au/pal/values-department-values-schools/overview

OTHER INFORMATION

● 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:

https://www.schools.vic.gov.au/HRWeb-for-schools

OUR MISSION & VISION

At Brighton Primary School, our reputation rests on honouring our history, focusing on the present, and preparing for the future. The growth of our children is at the heart of our community. By nurturing the whole child—academically, socially, emotionally, and physically—we foster a sense of belonging and achievement through meaningful relationships and rich learning experiences.

Our vision is to build a community of active learners who can meet the challenges of a rapidly changing world and become responsible global citizens. Brighton Primary School develops the attributes of the IB learner profile while ensuring all students acquire deep knowledge and strong foundational skills.

We value our colleagues as reflective educators who embrace evidence-based practice, who are open to new ideas, and who are committed to preparing students as critical thinkers and lifelong learners.

OUR APPROACH TO TEACHING AND LEARNING

At Brighton Primary School, explicit teaching is central to our practice. Approximately 80% of instructional time is dedicated to structured, evidence-based teaching that builds strong foundational knowledge and skills across literacy, numeracy, and other curriculum areas. This approach ensures students master essential content and can apply their learning with confidence.

In addition, around 20% of learning time is dedicated to guided inquiry, where students apply and extend their knowledge in meaningful contexts. As an IB Primary Years Program (PYP) school, our approach blends the strengths of explicit instruction with the opportunities for guided inquiry to ensure all students thrive. Through inquiry, they explore concepts, ask questions, and develop higher-order thinking skills, fostering curiosity, creativity, and deep understanding.

Our unique blend of explicit instruction and guided inquiry provides a powerful balance: students gain the solid knowledge base they need while developing the independence, problem-solving abilities, and global outlook that prepare them for the future.

SCHOOL OVERVIEW

Brighton Primary School, established in 1875, is located in the bayside suburb of Brighton, 12 kilometres from Melbourne’s CBD. With deep generational ties, our school is strongly supported by the School Council and parent community.

The school caters for approximately 550 students across 24–26 classes, including 18–20 students with moderate to profound hearing loss enrolled in our regional Deaf Facility. Our inclusive culture ensures all students learn in an environment of shared responsibility and collaboration.

Facilities include purpose-built specialist learning spaces for Science, Music, Art, Physical Education, and Performing Arts, alongside a modern library and collaborative learning spaces. Our spacious grounds feature landscaped play areas, adventure playgrounds, fitness circuits, and a student-designed Wonder Garden, reflecting the school community’s strong investment in our facilities.

Revised Oct 2025