School Overview
Department of Education Victoria – Bendigo VIC
2d ago, from Department of Education & Training Victoria
Spring Gully Primary School is located in a picturesque urban area five kilometres from the centre of Bendigo. The natural setting is complemented by the close proximity of state park, bushland reserves, sporting ovals, tennis courts, bike and bushland trails. Spring Gully Primary school has an enrolment of 425 students.
In the State Budget, Spring Gully Primary School shared in planning funding that allowed the school to begin to scope and plan building works. The school received $5.1 million in the Budget and an additional $2.17 million in the Budget to deliver these plans, including extensive upgrades to the school site and outdoor learning areas. The upgrade and modernisation work commenced in March 2018 and were completed in 2019.
The students are at the centre of all decisions and their active involvement in this process is valued. The students are given many opportunities to develop their leadership skills and to make meaningful contributions to the school and wider community.
The school places particular emphasis on the development of literacy and numeracy skills for all children, and the development of computer technologies being incorporated into daily curriculum presentation. The inclusion of specialist programs in Art, LOTE (Auslan), Physical Education and Music enables a well‑rounded curriculum. Curriculum planning and presentation actively caters for differentiation and for diversity of learning styles.
All teachers are members of a professional strategic team and play an active role in implementing the school Annual Implementation Plan and developing the individual and collective capacity of our staff.
Parent participation in highly valued and features in a wide variety of areas including classroom programs. School Council, Parent Club, fundraising, camps, and excursions. This partnership is further developed with weekly classroom emails, the whole school fortnightly newsletter, information evenings and special events. Spring Gully Primary School also fosters a community of learners where everyone is valued and has opportunities to reach their personal best. Our school purpose is also linked with our vision:
Optimistic, resilient students who are motivated to learn.
Positive, professional staff committed to the challenges of teaching and learning.
Core curriculum that builds strong foundations for all learners.
Learning opportunities that enable students to become active citizens in the global community.
Actively develop and value the partnership between home, school, and community.
A safe, stimulating learning environment which recognises and values diversity.
Informed students who will actively care for the world environment.
The school moto is "Be Awesome" and the following values are seen as being central to the life of our school and how all members of the school community should conduct themselves:
Respect – Valuing self, all others, property, and the environment.
Responsibility – Being relied upon to be honest, and to do the right thing for yourself and for the community.
Resilience – We are dedicated and focused learners, who persist when things are challenging and use feedback to improve our future efforts.
Selection Criteria
* Relevant critical experience and knowledge of paediatric Speech and its implementation in a school setting, along with experience and knowledge in supporting teaching teams to develop and deliver inclusive classroom practices.
* Capacity to manage an independent caseload, prioritise tasks effectively, and contribute to operational and strategic planning for therapy services within the school environment.
* Demonstrated high‑level communication, interpersonal, and collaboration skills, with the ability to engage effectively with teachers, school leaders, allied health professionals, students and families, while maintaining professionalism and confidentiality at all times.
* Demonstrated experience and capability to plan, implement, and support adjustments for students identified for the Disability Inclusion Model, including developing plans for Disability Inclusion profile meetings.
* Demonstrated commitment to own clinical supervision, professional learning and growth for self and others, as well as an adherence to Department of Education values.
Role
Operating in collaboration with the Assistant Principal and the wellbeing team where relevant, one day per week.
The role of this position includes:
* Conduct assessment of students.
* Design and implement programs in collaboration with teachers, parent/carers, according to student, individual needs and based on developmental level and age appropriateness.
* Document, record and accurately report on student involvement, evaluate progress and make recommendations for future programming.
* Attend meetings, e.g. staff, therapy and case conferences.
* Prepare reports for Student Disability Profile resource funding.
* Make recommendations about specific resource requirements to support student needs.
* Manage and maintain Speech Therapy resources.
Responsibilities
An ES at this range is distinguished by the delivery of professional student support services where duties and responsibilities, relative to their professional discipline, are carried out with a higher level of autonomy and with minimal reliance on professional supervision. The position is responsible for the development and implementation of professional support programs within an educational environment, including guidance to other professional staff.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required where it is an integral part of the employee's position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
An ES Range 4 performs their role in accordance with government and DET legislation, guidelines and accepted practice and protocols, including complying with all Workplace OH & S legislation, regulations, policies and procedures, and adhering to the new Child Safe Standards.
* Act in accordance with the agreed school values.
* Support a positive and collaborative professional culture.
* Demonstrate a commitment to ongoing professional learning.
* Support an inclusive and culturally safe school culture, responding to any incidents of racism or discrimination so they can be addressed with appropriate consequences.
* Deliver a professional support service in a school, including the development of policy and operational practices that will guide the work of others, including teachers.
* Provide expert advice in the professional field, which will influence the strategic approach to student therapy support and interventions.
* Provide information and facilitate links between external therapists and relevant services.
* Provide leadership, training, and development for others in areas related to the professional field.
* Utilise student behaviour support strategies consistent with SWPBS.
* Participate in the development or review of school policies, procedures and programmes.
* Support the achievement of School Strategic Plan/AIP key improvement strategies.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. 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*******@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 .
#J-18808-Ljbffr