Department of Education Victoria – Melton VIC
10d ago, from Department of Education & Training Victoria
Melton Specialist School has seen a significant increase in enrolment demand, which has seen many changes to our staffing profile over the last 3 years. We have a current enrolment of 407 students. We have a real focus on staff wellbeing and ensuring our staff have the time away from class to focus on their administrative duties. We have flexible working arrangements and provide onsite training for all staff for TEACCH and Behaviour Support.
In 2021 we introduced the Wellbeing Dog Program into the school. Bunji, our school dog, works with staff and students and his primary objective is to have fun at school Bunji does everything from bus duty in the morning to school tours to walking excursions. His introduction to our School Community has had an extremely positive impact.
Melton Specialist School provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like autism. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways. Teachers and educational support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school's philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Across the school we implement Structured TEACCHing and provide onsite training for staff to implement this approach to teaching and learning. We provide programs in arts, literacy, physical education, numeracy, information technology, science and life skills. Senior students also have the option of accessing a VCAL or ASDAN program which aim to develop work related skills, travel education and personal development skills. Student support group meetings involving staff, parents, carers and our allied health team are held four times a year to formulate individual learning goals based on each student's ability, strengths and needs and celebrate achievements towards these goals.
Stage two of a four-stage rebuilding project has recently been completed and we have some amazing new teaching spaces including our very own Mini Woolies. Stage one was completed in 2019. Through our improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.
Our Vision
Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills. Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.
Our Values
Melton Specialist School values the safety, health and wellbeing of its students, staff and community. The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school. At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner. Staff have a responsibility to ensure that student learning is engaging and relevant to the individual. Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.
We are a School Wide Positive Behaviour Support School.
School-wide Positive Behaviour Support (SWPBS) is an evidence‑based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.
Our school purpose is supported by the following school values that are central to the life of the school.
Be Responsible – Be Respectful – Be Safe
Selection Criteria
* SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
* SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
* 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. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
* SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
* SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole‑school practice and contribute to the provision of whole‑school professional learning.
Role
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.
Responsibilities
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:
* Leading and managing the implementation of whole‑school improvement initiatives related to the school strategic plan and school priorities
* Leading and managing the implementation of whole‑school improvement strategies related to curriculum planning and delivery
* Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school
* Leading and managing staff performance and development (review of staff)
* Teaching demonstration lessons
* Leading and managing the development of the school's assessment and reporting policies and practices
* Leading and managing the implementation of the school operations and policies related to student welfare and discipline
* Leading the development of curriculum in a major learning area and participating in curriculum development in other areas
* Responsibility for general discipline matters beyond the management of classroom teachers
* Contributing to the overall leadership and management of the school
* Contributing to the development of proposals for school council consideration
* Developing and managing the school code of conduct
Who May Apply
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.
Diversity and Inclusion
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 via*******@education.vic.gov.au
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.
Child Safe Standards
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:
DE Values
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:
Conditions of Employment
* All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
* Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check.
* A probationary period may apply during the first year of employment and induction and support programs provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
* The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
* If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
* A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
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