Teachers NetworkJob Details
Job ID
1427631
Location
Ashwood School [Multiple Location Campus]
Department
Ashwood School
Role Type
Special School Ed Support
Full/Part Time
Part-Time
Ongoing/Fixed Term
Fixed Term
Classification
Classroom Teacher Range 2
Apply By
08/15/2024
Other Information
Begin Date
08/12/2024
End Date12/20/2024
Hours
22.80
Contact Name
Karen Overall
Phone
98087444
School Websitewww.ashwoodsch.vic.edu.au
Location Profile
Ashwood School is a coeducational specialist school for 137 primary and secondary aged students and aspires to be a centre of excellence and a school of first choice in the field of special education. Our purpose is to develop independent learners who achieve their maximum learning outcomes through the delivery of a focused and engaging curriculum that enables students to achieve their potential. Students at Ashwood are assessed as having a diagnosis of a mild intellectual disability and come from a wide geographical area including the municipalities of Monash, Boroondara, Manningham, Stonnington, Whitehorse, Glen Eira and Bayside. The school provides a supportive yet challenging environment that equips students with mild intellectual disabilities with the skills and knowledge to become valued members of the community. Students are grouped into three departments: Primary, Secondary and Senior Secondary (STEP). Individual Education Plans engage students to achieve their personal best concentrating on building academic, social, communication, independence and employability skills to ensure a successful post school life.
The school has a strong focus on student voice and agency. Students are encouraged to voice their opinions and ideas in class, department meetings, school assemblies, community events and educational forums. Our student leadership program begins in the Primary Department as students voice their choices of educational activities, assist as classroom monitors and as Department Captains. In the Secondary Department students are leaders for the Duke of Edinburgh program, Visual Arts House leaders, and leaders for Bike Education and Technology programs. In the Student Transition Education Program (STEP) Department, students take on leadership roles in the areas of Performing Arts, Sports, the Student Representative Council and the Student Environment Committee. Student representatives from each class across the school form the committees and meet regularly. Our four School Captains have a pivotal role in leading school assemblies and encouraging student voice and participation in school led activities. Student leaders work with staff in the planning and implementation of events. Ashwood students have made suggestions and led change in a variety of curriculum areas and programs including the GO program, RIPOR Days, Student Wellbeing Week and celebrated cultural and community days. Ashwood student leaders support each other to have a valued voice in their school life.
All students at Ashwood School work hard to follow the school values: Respect, Integrity, Passion, Optimism and Responsibility - RIPOR and the RIPOR expectations: Be a Learner, Be Safe and Be Responsible. The teaching and learning programs for every student have a focus of learning embedding the school values into their day to day lives. Our students show `Respect¿ when they care for and are considerate to others, their environment and themselves. They show `Integrity¿ when they are honest, trustworthy and fair. They show `Passion and Optimism¿ when they are confident, persistent, resilient and enthusiastic. They show `Responsibility¿ when they take charge of their actions and words and actively contribute to the school and wider community. Ashwood students benefit from the range and diversity of quality educational programs and the school maintains class sizes that reflect the learning needs of students.
Ashwood School promotes and presents a positive community image encouraging parent and community involvement and all new parents are matched with a parent buddy. The school benefits from a large staff who are highly experienced and qualified in Special Education. The teaching staff are supported by experienced teacher assistants. The school has 2 Principal Class, 32 Teachers and 22 Education Support Staff inclusive of part time staff. The performance and development goals of every staff member are aligned with the school¿s priorities, and we continue to prioritise investment in staff professional learning to enhance development in improving teacher capabilities and support staff to further their studies in the field of Special Education.
Selection Criteria
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
Role
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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.
EEO AND OHS Commitment
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 marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
No job description available
Conditions of Employment
No job description available
Program Benefits
No job description available