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May

Classroom Teacher In Special Education, General - Broadmeadows Special Developmental School

Private Company - State Mine Gully, NSW

Any Industry
Source: uWorkin

Source: uWorkin

JOB DESCRIPTION

Job Description

Job ID: 1224380

Location: Broadmeadows Special Develop. [Multiple Location Campus]

Department: Broadmeadows Special Develop.

Role Type: Primary Teacher/Secondary Teacher

Subjects/Duties: View Subject/Duties

Full/Part Time: Full-Time

Ongoing/Fixed Term: Ongoing

Classification: Classroom Teacher

Apply By: 05/10/2021

Contact Name: Susanne Wirth

Phone: 03 9302 1244

School Website: www.broadmeadowssds.vic.edu.au

Location Profile
Broadmeadows Special Developmental School provides educational programs for primary and secondary school-aged students with moderate to severe intellectual disability, sensory and physical impairments, and an autism spectrum disorder.

The school is a modern purpose-built facility located in the Melbourne suburb of Broadmeadows and provides an attractive and safe environment. Learning areas include well-equipped classrooms, dedicated specialist spaces, and outdoor learning zones. The school has 2 sites, the main campus in Dimboola Rd and a Sorrento Street campus with students attending from a wide geographical and diverse socio-economic background.

The school has a current enrolment of 295 students. Students attend school daily from 9:00 am to 3:00 pm.

Eligible school-aged students living within the designated transport zone have access to free transport to and from school.

Curriculum
Programs are delivered within Department of Training guidelines and reflect the Victorian Curriculum. Emphasis is placed on the development of programs that address individual student needs, through Individual Learning Plans. Educational goals and priorities are reviewed every six months. Class groups are comprised of 6-8 students, with a teacher and teacher assistant, to ensure a safe and effective learning environment, where individuals are respected and self-esteem and dignity are strongly advocated. The school has a trans-disciplinary approach to student learning with input from educators, therapists and parents. Teachers case conference students with their allocated Speech Pathologist and Occupational Therapist each week.

Our school philosophy is reflected in its programs and based on the belief that children learn best in a cooperative environment that is happy, challenging, supportive, and non-threatening. Broadmeadows SDS has a School-Wide Positive Behaviour Program and has developed a school culture that is reflected by the ideals of positive behaviour support.

An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age.

Staffing
The school is staffed with classroom teachers, specialist teachers, literacy specialist, teacher assistants, occupational therapists, speech therapists and physiotherapists. The school accesses additional support through the Visiting Teacher Services for Hearing and Vision Impairment and a Guidance Officer. Current staffing includes over 150 staff including a team of 28 therapists.

Teachers who do not have an approved special education qualification but do have a current provisional or full registration from Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification.

When the vacancy was advertised as an ongoing position and an external applicant who does not have approved special education qualifications is selected that the person can only be offered fixed-term employment for a period not exceeding five years.

Successful applicants may be required to work at either the Dimboola Campus (Primary) or the Sorrento Campus (Secondary).

Selection Criteria
SC -1. Demonstrated high level classroom teaching skills and the ability to work effectively with students with additional learning needs.

SC -2. Demonstrated ability to assess and monitor student learning data and to use this data to inform teaching for improved student learning.

SC -3. Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC -4. Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC -5. Demonstrate a commitment to special education.

Role
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 2
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 teacher practice.

Range 2 classroom teachers will be expected to:

  • Have the content knowledge and pedagogical practice to meet the diverse needs of all students
  • Model 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 capacity
  • Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
  • Supervise and train one or more student teachers
  • Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The 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.

Responsibilities
The 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 classrooms 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.

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.