VET - Hospitality / Food Technology Teacher Special Education

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Melton Specialist School, with an enrolment of 280 students, provides educational programs for students with disabilities at both primary and...

Summary about this job

Teaching - Secondary

Company: Department of Education & Training Victoria

Location: Melbourne

Work type: Full Time

Salary: n\a

Phone: +61-2-6774-4816

Fax: +61-2-8932-4771

E-mail: n\a

Site:

Detail information about job VET - Hospitality / Food Technology Teacher Special Education. Terms and conditions vacancy

Location Profile


School Profile

Melton Specialist School, with an enrolment of 280 students, 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. 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, toileting facilities and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities, covered walkways and a Liberty swing. 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 co-operative environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. 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 programs 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 twice yearly to formulate individual learning goals based on each student’s ability, strengths and needs.

In 2018, a major rebuild of the administration, therapy and multipurpose hall will occur. This is the first stage of a four-stage rebuilding project. 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 newly agreed 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.

Selection Criteria


   SC1    Demonstrated understanding of best practice in student learning (including Victorian Curriculum and ABLES), and the capacity to implement programs, monitor progress and assess achievements for students who have additional needs.

SC2    Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning with a focus on collaborative planning and teaching.

SC3    Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to develop constructive relationships with students, parents, school staff and external agencies. 

SC4    Demonstrated commitment and capacity to actively contribute to a broad range of school activities and to ongoing professional learning to further enable development of skills, expertise and teaching capacity. 

SC5    Demonstrated commitment to supporting the development of positive and safe relationships across the school community through practices such as School Wide Positive Behavior Supports. 

SC6    Demonstrated capacity to support improved learning outcomes for students with intellectual and physical disabilities, students with Autism Spectrum Disorder and those exhibiting challenging behaviors.

Role


The classroom teacher classification comprises two salary ranges- range 1 and range 2.  The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.  The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. 

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
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.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.  Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. 
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.  New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Role

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


The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

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.
  • If you are accessing this position from a non-departmental website you should log into the Department’s “Recruitment Online” website (http://www.education.vic.gov.au/hrweb/careers/pages/advacssch.aspx) and click on the search or apply for a job link.  More complete position information exists in recruitment Online.

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