Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1498099
Endeavour Hills Specialist School is a rapidly expanding special education centre who is seeking to employ new leading teachers for 2025 in order to manage our existing and expanding learning places.
Endeavour Hills Specialist School provides highly individualized programs of learning for students aged 5 to 18 with disability and high needs who have a diagnosis of autism spectrum disorder with a language disorder and/or an intellectual disability.
School participation maximizes life opportunities for children and young people by providing them with a comprehensive learning program and access to support networks. It also helps to develop important skills, knowledge and values that set them up for further learning and active participation in their local community.
VISION: The vision of the Endeavour Hills Specialist School community is to inspire students to achieve their personal best and become active and independent members of their community.
MISSION: Our mission is to provide a blended curriculum of academic learning, high-interest programs and therapeutic supports within a positive behaviours framework that will cater for each student at their point of need and encourage personal growth, independent learning, and sound social-emotional behaviours.
OBJECTIVE: Endeavour Hills Specialist School's objective is to produce lifelong learners who are aware of their skills and strengths and have a positive attitude to challenges and opportunities.
VALUES: We have one value - BE KIND:
BE KIND to yourself
BE KIND to others
BE KIND to the environment
We enact this value in our everyday actions and interactions - it is highly visible, explicitly taught, continuously modelled and regularly celebrated.
Our values form the foundation of our School-Wide Positive Behaviour Supports framework and reflect the school community¿s intention to empower students to be the best person they can be. Students discuss, agree and enact ways in which the values can be applied in all aspects of the school community.
Our staff work in transdisciplinary teams comprising teaching staff, allied health practitioners and education support staff to cater for the diverse range of student abilities and needs. This approach respects professional knowledge and expertise, while also providing the opportunity for staff to learn from one another.
Endeavour Hills Specialist School places the child at the centre of all decisions regarding learning and teaching. We hold high expectations for and of the learning community. Diverse learning needs are accommodated with differentiated learning and the application of a wide range of teaching strategies and learning technologies.
Relationships are fundamental to ensuring positive engagement and collaboration across the school community. Endeavour Hills Specialist School staff explicitly teach, model and demonstrate school and DET values in all their dealings with students, parents/carers, staff and the broader community.
Karen Hunt
03 9113 4100
Endeavour Hills Specialist School is a rapidly expanding special education centre who is seeking to employ new leading teachers for 2026 in order to manage our existing and expanding learning places.
We are offering an exceptional opportunity for experienced and dedicated special education teachers to join our dynamic team in the development of state-of-the-art specialist educational services. Our Team Around The Learner approach is enabled through a transdisciplinary approach to onsite learning, parent and community supports, and practical advice for our local network of schools.
SC1
Demonstrated expert knowledge of the Victorian Curriculum, particularly Levels A to D, with evidence of the ability to lead and manage the teaching of literacy and numeracy related skills to students with diverse and challenging needs.
SC2
Demonstrated knowledge and ability to build the capacity of staff in the areas of Positive Behaviour Supports (S-WPBS), Functional Behaviour Analysis and Restorative Practices.
SC3
Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives with experience in supporting others to use data to inform their teaching practice.
SC4
Outstanding interpersonal and leadership skills with demonstrated ability to promote positive collaborative relationships across the school community; assess and respond to escalating situations with students who demonstrate behaviours of concern; and design effective replacement behaviour plans.
SC5
Demonstrated ability to lead the planning and implementation of evidence-based practices and strategies that respond to student learning needs with evidence of expertise in supporting teachers to evaluate the impact of programs on student learning growth.
SC6
Demonstrated capacity to lead and manage the implementation of a tiered Universal Strategies approach, across the school, including the ability to coach and mentor staff to achieve a culture of inclusivity where all students can access curriculum and achieve learning growth.
Interviewees are invited to attend a walking school tour with the principal on 16th October at 4pm. Please contact our office on 9113 4100 to register your interest.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are 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
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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.