Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Eastern suburbs
Reference: 1524949
SC1 Demonstrated understanding of career options and post-school pathways available to young people with autism
SC2 This role involves coordinating transition programs, events, and placements. Describe your experience managing programs or projects that required strong organisation, administration, and attention to detail.
SC3 Strong interpersonal and communication skills, with the capacity to build productive relationships with students, families, colleagues, industry and tertiary partners.
SC4 Capacity to work both independently and collaboratively as part of a team.
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.
Role Description
The role of the transition teacher will play a key role in preparing students for life beyond school.
The role will involve the following:
Career Planning ¿ facilitating students and their families in the transition process.
Planning post school visits, trials and transition for students and families.
Conduct Career counselling interviews with individual students and their families to organise Post School Option Placements for all Yr 12 students
Working with the schools NDIS navigator to assist in pre planning documentation and preparation.
Support students at enrolment interviews for TAFE / interviews/ job interviews.
Organise `handover¿ meetings with service providers to exchange detailed student information for the following year (Student Profiles)
Organisation and administration of Transitioning Programs (including staff supports)
Meet `On Track¿ requirements as required by DET following up with families of exited students to gain feedback on post school options programs. In house data collection also.
Organisation of supported placements for students with higher support needs.
Implementation, review and administration of Career Action Plans for all students in the secondary department.
Attend students SSG¿s (with their parents / carers) for all Yr 12 parents & Yr 11 students as requested.
Planning the Bulleen Heights Post School EXPO / Graduation event
Coordination / delivery of Career Education Funding (CEF). This includes the parent registration process for `On Track¿ data collection as required by the DEECD.
Organisation and administration of Vocational-based excursions / activities (e.g. Careers Expo)
Organisation of additional on-campus vocational training for students
Sourcing and presenting Careers/ Vocational Resources to Upper Secondary Department
WORK PLACEMENT / WORK EXPERIENCE:
Liaising with leadership and teachers to identify suitable students for the Work Experience Program
Conducting interviews with students / families to identify Work Placement / SWL opportunities that match skills / likes / post school planning.
Conducting Workplace Contact / Visits to support the student and employer
Assessing students on Work Placement and completing reports in consultation with the employer.
Assisting with sourcing work placements for the VPC students.
The implementation of DET guidelines, updates and initiatives regarding Work Placement and Vocational Education.
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.
BULLEEN HEIGHTS SCHOOL PROFILE
Effective teaching at Bulleen Heights is the provision of a safe learning environment within which consistency is valued and motivated staff engage, instruct and assess students along a continuum of learning to achieve individual goals.
The Bulleen Heights School community is diverse. It includes all those individuals and groups who work in direct and indirect ways, both at our school and in the wider community, to achieve goals and targets outlined in the schools Strategic Plan 2023 - 2026 and our vision and mission statements. The school promotes and upholds the values of: integrity, high professional standards, care and support, and consistency.
Bulleen Heights School is a Department of Education (DET) specialist school for students with autism spectrum disorder. Our school currently provides exemplary educational programs for approximately 290 students ranging in age from five to eighteen years. Classes vary in size with staffing reflecting student needs. The school has two campuses: Primary School and Secondary School. Students are in classes based upon a combination of age, developmental level and maturity. Inclusion learning programs are a feature of students¿ programs and involve local primary and secondary schools. DET contracted buses and taxis transport most of our students to and from the school.
Bulleen Heights School is situated across two closely located campuses at Bulleen and Lower Templestowe in the eastern suburbs of Melbourne and approximately 14kms from the city centre. Both campuses are in residential areas close to public transport and local community facilities such as the Macedon Square and Bulleen Plaza shopping centres and the Bulleen Library.
The school provides excellent teaching programs and learning experiences designed to develop and extend the skills and strengths of each student. This is achieved by encouraging decision-making and risk-taking within a structured, predictable and secure environment. Bulleen Heights is committed to providing core teaching and learning programs and supporting students and their families. It looks at both immediate and long-term goals in the belief that all students can learn, achieve success and enjoy adult life as contributing members of a community.
Curriculum development and implementation across the school is based on the Victorian Curriculum, providing a framework for planning the whole school curriculum by setting out standards for students to achieve in core areas. This curriculum assists the development of individual learning plans, and assessment and reporting on student achievement and progress. Program delivery, using Applied Behaviour Analysis teaching techniques, continues to be an option predominantly for students in our Primary School. Applied Behaviour Analysis teaching methodologies are implemented by a team of therapists in this specialist area, in partnership with classroom teachers. As an accredited senior secondary school students in Year 11 and 12 maybe enrolled in the VPC program offered by the school.
Specialist programs in Health and Physical Education, STEAM and Visual Arts provide an integrated approach to personalized learning. Our Multidisciplinary Team supports classroom staff in the achievement of exemplary learning outcomes of our students. A psychologist, social worker, occupational therapists, speech therapists, support our extensive educational programs. This team of professionals compliments our educational programs. The school is closely linked with tertiary and post-graduate students working with the school community to conduct research and complete practicum placements.
Partnerships between parents, siblings, past students, local schools, consultants, universities, government and non-government agencies and the local community provide vital contributions to programs. The varied characteristics of our student population demand the implementation of a range of evidence-based teaching methodologies. Individual Learning Plans are developed through Student Support Group meetings involving parents/carers, teachers and other appropriate professionals and/or agencies. Teaching and learning take place within many contexts including the community and is structured to be functional and meaningful. Social, academic, independent living, recreational, behavioural and vocational goals are developed for each student.
More information is available from our website: http://www.bulleenheights.vic.edu.au