Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Southern suburbs
Reference: 1482429
SC1 Demonstrated ability to model exemplary wellbeing practices and implement school behaviour management priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact wellbeing strategies that respond to student learning needs.
SC3 Demonstrated exemplary interpersonal and communication skills and the ability to assist with the development and monitoring of Individual Behaviour Support Plans, Safety Plans, Ready to Learn plans and Staged Responses. Capacity to connect with external agencies to ensure wraparound support for students with complex needs as appropriate.
SC4 Demonstrated capacity to remain empathetic when de-escalating students, mediating restorative conversations, establishing firm boundaries and expectations.
We are seeking an experienced, empathetic and effective Behaviour Response and Support Learning Specialist to focus on proactive and responsive behaviour management processes and approaches across the school. The successful applicant will be aware and mindful of potential impact of trauma, disability and other contributory factors in behaviours.
Bridgewood has a very strong wellbeing program. Our Wellbeing/Disability Inclusion Leadership Team meets weekly and comprises two Assistant Principals, a Leading Teacher (DI) and the Learning Specialist (Mental Health and Wellbeing Leader - MHWL). The successful applicant will liaise closely with the Principal Class Team and the Wellbeing Leadership Team. They will develop strong relationships with children and proactively engage those with challenging target behaviours. Skills in de-escalation and rapport building will be essential, as will a capacity to have clear boundaries and expectations, responding to situations `in the moment¿ with empathy and/or clear direction as needed. They will be `on-call¿ to respond to high level needs across the school in line with our Levels of Consequence.
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.
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.
Bridgewood Primary School and Integrated Child and Family Centre opened in January 2018. Located in the Cardinia Shire, this new school provides for families within Pakenham and Officer, including emerging estates within the south east growth corridor. Bridgewood complements the overall Officer Education Precinct, located adjacent to the site shared by Officer Secondary College and Officer Specialist School.
Through strong local governance and partnership, Cardinia Shire agreed to contribute land (0.4ha) and a $3 million capital investment towards this facility, to build and deliver a fully integrated child and family centre within the school setting. The Shire contracted Early Childhood Management Services to manage and deliver the kindergarten services. The early learning spaces are within the same building as the Foundation learning space, facilitating full integration of early learning and primary schooling. There is shared planning space for Kindergarten and Foundation staff, supporting professionals to collaborate and deliver enhanced learning, development and wellbeing opportunities for every child and family.
Bridgewood Primary School caters for Foundation to Year 6 students housed in four Learning Communities. The school is designed for a long-term enrolment in excess of 450 students with a peak enrolment of approximately 900. Current 2025 F-6 enrolments are 557. The Integrated Child and Family Centre comprises two Kindergarten rooms (three and four year old kindergartens) and a community space along with consulting rooms for Maternal and Child Health and visiting practitioners.
Bridgewood Primary School is part of a ground breaking precinct that is the embodiment of lifelong learning and community ownership. At the heart of this facility, it is recognised that the child is a competent learner from birth and this will drive professionals to deliver opportunities that encourage children to expand their capacities and deepen their understanding of the world. There are high expectations for every child.
Cardinia Shire has been instrumental in establishing support for this type of joined up approach. As a fully integrated facility, it allows for first contact at birth with the provision of fully operational Maternal and Child Care Health service, continuing through the availability of a range of parenting support programs including community and supported playgroups, new parents groups, Kindergarten, and specialist services such as speech and language, early intervention, Out of School Hours Care and primary schooling.
In addition to our strong partnership with the Cardinia Shire, Bridgewood is also fortunate to be supported through a partnership with the Colman Foundation, Our Place. A Community Engagement Coordinator was employed in 2018 through Our Place to support Bridgewood¿s commitment to community engagement. A second Community Engagement Team member was employed in 2019.
Teaching spaces allow for full implementation of a Professional Learning Community (PLC) approach. Learning Community Mentors (teachers) use a cycle of Diagnose, Intervene and Evaluate to frame their PLC inquiries. Learning Communities are designed around modifiable spaces that accommodate varied teaching and learning approaches, fluid groupings, and shared ownership. Responsibility for student learning across the community is shared by the team of mentors.
A high level of collaborative skills are necessary for effective teaching and learning within the learning communities at Bridgewood. Teaching methods used are evidence-based and consistent throughout the school. We plan to further activate student agency within learning and student voice within the community.
The Bridgewood Primary School Vision is `Improving outcomes for every child, every day¿.
Our commitment to student growth and achievement is paramount. Our teaching and learning programs are rigorous and consistent throughout the school. We have a strong focus on fundamental skill development, as well a deep commitment to applied learning. Teachers at Bridgewood commit to a PLC approach, which means a high level of collaboration. They commit to ongoing continuous improvement.
Bridgewood is a Leader In Me site. We have adopted Stephen Covey¿s 7 Habits of Highly Effective People/ Franklin-Covey¿s 7 Habits of Happy Kids throughout the school. All teaching staff receive training in the 7 Habits. The language of the 7 Habits is used throughout the school and explicit lessons are taught as well as the language being embedded throughout the school.
Our specialist programs for 2025 are Art, Physical Education, Chinese, Music and STEM.