About the School of Alternative Learning Settings (SALS)
The SALS program was originally established in early 2019 to target a specific cohort of students who present with complex and challenging behaviour and would benefit from a short‐term, intensive intervention program. At the commencement of the 2022 academic year the program was consolidated as a stand‐alone school. SALS delivers specialised activities and learning programs that build students' social skills and self‐regulation in environments designed to effect positive and lasting change in their behaviour. The program has the capacity to provide access to specialists such as paediatricians, clinical psychologists, or consultation with psychiatrists.
There are 13 SALS sites located in the metropolitan and regional education regions of Western Australia (one of which is our SALS Administration located in Padbury). Students are provided with an intensive, individualised program of support while they continue their education. There is a strong focus on developing students' social skills and ability to self‐regulate. Learning and engagement is flexible, co‐designed with students, culturally responsive and supports self‐determination and interpersonal connection.
The Role
Suitable applicants would benefit from teaching positions that provide the unique opportunity to collaborate and be involved in further developing the program to inform our strategic direction and establishing new sites. We are looking for dedicated teachers who are looking for a challenge and can work in a team environment, using their communication skills to engage and make a difference to students' wellbeing and engagement. Your skills in developing and implementing a social and emotional curriculum that meets the needs of the student would be highly valued and practical knowledge of the circle of courage would be advantageous. Teachers would also support individual learning plans utilising an integrated curriculum approach.
The SALS program will provide teachers with the excellent opportunity to be part of a multi‐skilled team focused on a student‐centric model built around an ecological framework of support. The SALS sites are staffed by a program coordination, a team of three teachers with support from a student support officer, a youth transition officer and a school psychologist.
Suitable applicants will ideally have experience and credibility in student engagement and transitions, case management, social and emotional learning program development, a background in student support and current professional learning, or the capacity to undertake targeted professional learning in areas such as de‐escalation, team teach, circle of courage, therapeutic crisis intervention in schools and trauma‐informed practice. They may be required to hold and maintain a valid WA driver's licence and may transport students in lease or hire vehicles or travel to schools within the Metropolitan Region.
Professional Benefits
Working for the Department of Education you will enjoy a range of benefits including competitive salaries, flexible working arrangements, training and career development opportunities and attractive leave provisions.
Eligibility
* hold an eligible teacher qualification and registration.
* be an Australian or New Zealand citizen, permanent resident or have a valid visa with relevant work rights for the term of the appointment. More information about employment eligibility can be found on our website.
* apply for a WA Working with Children Check before you start.
* consent to a Nationally Coordinated Criminal History Check and obtain a current Screening Clearance Number issued by the Department of Education's Screening Unit before you start.
Equity and Diversity
We are committed to an inclusive and culturally responsive workforce reflecting the diversity in our schools and the Western Australian community. We welcome and encourage applications from Aboriginal and Torres Strait Islanders, young people, people of diverse sexualities and genders, people with disability, and people from culturally and linguistically diverse backgrounds. Explore our Equity, Diversity and Inclusion Plan 2021‐2025 for more details.
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