Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Greater Bendigo
Reference: 1485494
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 (see Workplace 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 [email protected]
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
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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.
A place of excellence in education that creates inclusive communities and success for all.
VALUES
Driving learning growth
Valuing diversity with kindness and respect
Uniting to achieve excellence
Ensuring equity of opportunity
SWPBS MANTRAS
Bendigo Special Developmental School employees a School Wide Positive Behaviour Support (SWPBS) framework to support student engagement and learning. Our mantras, which double as our values, are for all members of our school community to Act Safely, Show Respect and Be Your Best.
SCHOOL PROFILE
The Bendigo Special Developmental School provides education programs for school aged students 5 to 18 with a moderate to severe intellectual disability. Our students reside in the Bendigo Region encompassing Kyneton, Wedderburn, Heathcote and Huntly. The current enrolment is 160 students.
DOE and VCAA curriculum guidelines are followed at the school, with all students being taught seven subjects and the four capabilities of the Victorian Curriculum (the school is exempt from teaching languages). The Victorian Teaching and Learning Model 2.0, coupled with the Science of Reading and the Science of Mathematics is used to design and implement an individualised education plan (IEP) for each student, co designed with their parents/carers and possible external NDIS professionals during regular Student Support Group (SSG) meetings. Staff work in Professional Learning Communities to collaboratively plan and moderate student learning and achievement. Providing a voice for all students through their individualised communication system is paramount to their successful engagement in learning.
Classroom spaces encompass both permanent and portable buildings and learning is supported by an extensive range of educational equipment and communication aids. Bendigo Special Developmental School is currently in Stage 1 of a 4 stage rebuild process, with the first stage of this rebuild due to be finished in October 2025. A hydrotherapy pool, multipurpose room, student kitchen, truncated bicycle track with a range of adapted bicycles, coupled with a specialist subjects areas of STEAM (Science, Technology, Engineering, Arts, Mathematics), Health and Physical Education including swimming and water safety instruction, Music and the Dramatic Arts, Visual Arts, Humanities, Digital Technologies, SWPBS( School Wide Positive Behaviour Support) and RRRR( Rights Resilience and Respectful Relationships) enrich programs. Student health and safety is paramount, and a secure and stimulating outdoor environment, with challenging play equipment and shadeport sun protection provide play and regulation experiences for the students.
The school has been officially gifted the name 'Manya' meeting 'Meeting Site' by the elders of the tradition land owners, the Dja Dja Wurrung, for the outdoor space located at the north end of the school. Aboriginal and Torres Strait Islander perspectives are embedded within the curriculum and the school celebrates all forms of diversity within our community including the neurodiversity, cultural, gender, sexual, racial and religious identities of students and their families.
Teamwork and communication between staff and parents is a priority. Student Support Group meetings are held each term and support the preparation and review of the Individual Education Plan. Parent and caregiver dialogue is support by fortnightly newsletters, a Facebook page, and daily communication through a digital app. Learning programs are additionally supported by the school¿s physiotherapist, two speech therapists, Family Support Teacher and Mental Health Practitioner.
Several students are dual enrolled in mainstream schools for varying time fractions. Cooperative planning and programming between both educational settings and continual review and support of student progress are essential elements of the success and extension of these programs.
As a recognised resource for special education, the school provides an information, consultancy and professional development base for teachers, parents, tertiary students and other people involved in the disability field.
This school is committed to respecting the dignity of the individual and providing students with disabilities with maximum opportunity to extend their academic, intellectual, physical, social and emotional development in a safe and positive environment.