Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Greater Bendigo
Reference: 1501933
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.
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.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining 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 experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
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-curricula activities.
The role of classroom teacher may include but is not limited to:
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.