AddressNELSON PARK SCHOOL
Nelson Park is a dynamic specialist setting which embraces educational excellence and promotes quality partnerships with home and community.
Nelson Park, established in 1967, caters for students between the ages of 5 - 18 years in the Geelong region with mild intellectual disabilities. Current enrolment at the school is around 360, with a small number of students on part-time placement. There are currently 100 staff including Principal Class Officers, Leading Teachers, Classroom Teachers, Specialist Teachers, Education Support Staff, Wellbeing Officers, administration and therapist staff. The main campus is situated in Bell Park, with a second campus located in Corio.
`Life-long Learners¿ reflects the school¿s commitment to optimising the independence of each student. Nelson Park School is dedicated to the development of each student¿s intellectual, social and emotional growth. Our primary focus is to enable students to discover their strengths and develop the confidence and skills needed to fulfil their educational and personal potential, both now and into the future.
This means engaging families and the wider community as learning partners in the provision of a diverse, evolving curriculum that inspires passion, supports personal growth and equips students with essential life skills. We empower students to become confident and adaptable life-long learners who are ready to build positive, purposeful futures. The care values of co-operation, learning and effort, respect and community underpin all of the school¿s work.
Members of the school community have also developed a set of School Rules for both students and staff which reflect school values. These rules promote a safe and secure learning environment for all.
Nelson Park enhances the wellbeing of its students through the implementation of School Wide Positive Behaviour Supports (SWPBS) and the Berry Street Model of Education ¿ trauma informed practices.
Students are supported within a multi-disciplinary framework that includes parents, caregivers, special trained teachers and assistants, a therapy team, student well-being officers and Disability Agencies. The school also actively promotes and builds quality partnerships with members of the wider community.
Staff at the school have developed a Guaranteed and Viable Curriculum which provides appropriate, challenging and engaging learning opportunities within a safe and supportive environment. It develops in each student the essential skills and knowledge for life and prepares them to function as responsible, productive citizens.
Individual Learning Plans which reflect the Victorian Curriculum and Individual Student Goals are developed each year for all student at Student Support Group Meetings. These meetings are held termly with families to establish, monitor and review achievement against individual goals. The school¿s reporting system, Accelerus directly reflects individual student goals.
The school has recently introduced a Whole School Instructional Model for Learning ¿ the Gradual Release Model which allows students to learn through the highly structured approach of ¿I do, We do, You do¿ allowing them to develop independence and confidence. Teachers plan curriculum and assess learning collaboratively within Professional Learning Communities to ensure quality curriculum is delivered. A supportive culture of coaching is developing across the school.
The `Starting Right' Program is implemented for the first two weeks at the beginning of each school year. This program is used to establish the culture and environment in each classroom and develop relationships between all class members. Aspects of `Starting Right' are revisited at the beginning of each new term and an `Ending Right¿ program is implemented at the end of each year to enhance transition for students within and into the school.
The school has four buses that enable transport within the community for life skill development programs.
Nelson Park provides attractive and safe buildings, grounds and equipment that stimulate and enhance a positive working atmosphere for students and staff.
Nelson Park School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision making.
Nelson Park School has zero tolerance for child abuse.
Nelson Park School is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.
Every person involved in Nelson Park School has a responsibility to understand the important and specific role that they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
Prep to 10 Curriculum
Nelson Park implements the Victorian Curriculum which is differentiated to cater for individual students learning styles and needs. The curriculum ensures that all students can achieve positive learning outcomes, build on prior knowledge and skills, and experience success. The curriculum also encourages students to experiment with and explore a wide range of materials, participate in practical activities that teach and reinforce concepts as well as reinforce concepts that can be transferred beyond the classroom.
The Early Years Literacy Program focuses on developing reading, writing and speaking and listening skills through shared and guided reading activities, the use of learning centre activities, handwriting and motor skills and phonemic awareness.
Specialist teaching programs are offered to students in Visual Arts, Design Technology, ICT, Health and Physical Education, Outdoor Education, Performing Arts (music, dance & drama) and Food Technology. Further programming includes Health and Human Relations, Library, Environmental Education, Swimming, Student Representative Council, Speech Therapy, Transition programs, Work Experience, Work Crews and Self Esteem and Enrichment programs.
SENIOR SECONDARY
In Year 10, students complete A Job Well Done in preparation to participate in Work Experience and opportunities to engage in the community. Work experience is offered as a weekly placement over 2 ¿ years of senior secondary learning to develop and build skills for students to participate in the work force.
All students participate in the Personal Interdependence Programs (PIPs) over the three years of Year 10-12. This program is aimed at exposing students to employment and pathways options in their community through volunteering and industry exposure, STEM and STEAM opportunities whilst building their resilience and independent living skills.
Victorian Pathways Certificate (VPC)
Nelson Park School¿s senior secondary students follow the Victorian Pathways Certificate (VPC). The VPC has been developed by the Victorian Education Department specifically to enable students with disabilities to engage with a fully supported and tailored program to allow them a range of options to work towards their post school pathways. As an applied learning certificate, the VPC teaches skills and knowledge in the context of `real life¿ experiences. Students apply what they have learnt by doing, experiencing and relating acquired skills to the real-world. It enables flexible, personalised learning where teachers work with students to recognise their personal strengths, interest, goals, and experiences.
Nelson Park School and Northern Bay College work in partnership to operate the Geelong Industry Trade Training Centre to the supports the vocational education development of our students. Students in Year 11 and 12 participate in VET `taster¿ courses in Hospitality, Automotive and Building and Construction. The school also works in conjunction with a number of external providers to offer our Year 11 and 12 students the opportunity to participate in a School Based Traineeships in Horticulture, Food Processing and Warehousing
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC3 Possess the technical knowledge and expertise relevant to the position.
SC4 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC5 A commitment to professional learning and growth for both self and others.
SC6 Ability to demonstrate skills and knowledge in understanding and managing challenging behaviours in a learning environment.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
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 individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly definEd Support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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 *******@education.vic.gov.au
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
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
- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
