Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Other
Location: Melbourne - Western suburbs
Reference: 1482745
SC1: A demonstrated commitment to working respectfully with young people, families and communities using an evidence-based framework to address issues of wellbeing and engagement.
SC2: Demonstrated skills in working with Prep to Year 12 students presenting with a profound intellectual disability and a range of complexities, including challenging behaviours, school refusal/disengagement, trauma, anxiety and depression.
SC3: Proven ability to coach evidence-based positive behaviour support strategies to staff within a classroom setting, including ability to explicitly model targeted strategies with students, and then gradually release responsibility to classroom staff using a `I do, we do, you do¿ methodology
SC4: Demonstrated high-level skills in working as part of a multidisciplinary team with a commitment to collaborative practice, including the capacity to work independently when required.
SC5: Demonstrated high level written and verbal communication skills and high-level record-keeping skills with a capacity to work under pressure to meet deadlines.
The successful applicant will:
Individuals with aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Qualifications in Positive Behaviour Management preferably. Experience in Positive Behaviour Management required.
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
Located in Melbourne's Western suburbs, Sunshine Special Developmental School (SDS) offers an inclusive, innovative and tailored learning environment for students aged from 5-18 years with moderate to profound intellectual disabilities. Our school is divided into two sub-schools: Primary and Secondary. The school is home to students from diverse nationalities and cultural backgrounds. We have many Vietnamese families, and we welcome an increasing number of Burmese and African families into our school community. Sunshine SDS has an enrolment of about 200 students. Our staff comprises 4 principal class officers, 4 leading teachers, 4 learning specialists, approximately 30 teachers and 80 education support staff. All members of our community actively promote our vision of `Excellence in education for every student, every day without exception¿. We uphold our values of `Learning, Collaboration, Respect, Courage and Persistence¿.
At our school, we provide personalized teaching and learning programs tailored to the unique needs of each student, guided by the ABLES (Abilities Based Learning and Education Support) assessment framework. Our programs are grounded in evidence-based approaches, including Little Learners Love Literacy (LLLL), School-Wide Positive Behaviour Support (SWPBS), Augmentative and Alternative Communication (AAC) and the Berry Street Educational Model. These tools help us establish priority learning goals and track student progress effectively. Aligned with the Victorian Curriculum, our teaching focuses on key areas such as English, Mathematics, and Personal and Social Capabilities. Learning is enriched through a variety of multi-sensory, hands-on, and play-based activities to engage students fully. Additionally, students participate in weekly specialist programs in the following domains: Visual Art, Learn to Play, Performing Arts, and Health and Physical Education.
We also offer extension programs such as Career, Pathways & Transition, Library, Kitchen Garden, Cooking, Swimming, Hydrotherapy, Bike Education, and Mini Woolworths. These activities are not only designed to enrich the educational experience and promote holistic development but also build students¿ confidence and practical life skills while reinforcing the importance of communication. We are very fortunate to have a strong multi-disciplinary team that provides consultations during termly Student Support Group meetings and ensures the alignment of reasonable adjustments and strategies across all settings. These professionals include speech therapists, occupational therapists, physiotherapists, allied health assistants, a registered nurse, student wellbeing officers, a NDIS & transitions coordinator, a mental health practitioner and a community liaison officer.