Classroom Teacher Range 2

Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future.

Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development.

Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise.

In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand.

MISSION STATEMENT

Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities.

Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist.

Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. There is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life.

THE PROFILE
There are approximately 190 school-aged students in 2022, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years.

The Department of Education & Training (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads

Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through VELDF, the Victorian curriculum and the 16+ Independent Living Program.

These are enhanced by:

- Extensive swimming and camping programs.
- Duke of Edinburgh Program (Senior students)
- Therapy programs including: Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy.
- Multi Sensory Programs (Snoezelen and hydrotherapy)
- Recreation and Sporting programs which include: riding for the disabled, bowling, basketball
- Work Education and experiences for senior students
- Community access via the four school buses and Travel Training
- Attractive outdoor active and passive recreation areas including a sensory & edible garden.
- Expanding computer and technology resources.

These programs are implemented by a multi-disciplinary team which includes: -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist, language

• SC1 'Content of teaching and learning'. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
• SC2 'Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
• SC3 'Assessment and reporting of student learning'. Demonstrated ability to support a student¿s mental health, wellbeing or learning by developing and maintaining connection with external services.
• SC4 'Interaction with the school community'. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
• SC5 'Professional requirements'. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.

The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support.

The Victorian Government is providing $200 million over four years and $93.7 million ongoing to expand the Mental Health in Primary Schools program to every government and low-fee non-government primary school in Victoria. Scaling up across the state from 2023, by 2026 every primary school will be able to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to wellbeing.

Participating schools receive funding to employ a Mental Health and Wellbeing Leader, a qualified teacher, to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community. This includes:

• building the capacity of school staff, in particular Classroom Teachers, to identify and support students with mental health concerns in the classroom
• supporting the school to create clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention
• coordinating targeted mental health support for students by working with regional staff, school wellbeing and leadership teams, teachers, parents/carers and external agencies

Mental Health and Wellbeing Leaders are not required to have mental health or other relevant qualifications, as the role is not expected to provide one-on-one counselling to students. Instead, the role is designed to ensure mental health prevention and early intervention are embedded in the classroom. Using their intimate knowledge of the in-classroom experiences of teachers, Mental Health and Wellbeing Leaders complement the school's existing wellbeing team by bringing it together with regional staff, community services and other health professionals to engage and build relationships with appropriate mental health and wellbeing support.

Mental Health and Wellbeing Leaders are provided training in mental health literacy, supporting emerging needs, and building school capacity and receive ongoing support and professional development through a structured and regular Communities of Practice. Training is developed and facilitated by the Melbourne Graduate School of Education at University of Melbourne, supported by Murdoch Children's Research Institute.

The Department of Education and Training has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Melbourne Graduate School of Education at the University of Melbourne. Evaluation of this pilot program has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mental health and wellbeing needs.

Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:

• Promote a whole school approach to mental health and wellbeing to students, staff and families
• Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
• Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
• Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
• Contribute to the school's existing wellbeing team.

Applicants should be currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach.

A qualification in student wellbeing or mental health is desirable but not required.

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

·        Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.

·        Candidates are advised that the key selection criteria must be addressed. Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.

·        All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

·        Successful applicants are subject to a satisfactory criminal record check prior to employment. New DET employees are required to meet the cost of the criminal record check.

·        If appointed from outside DET, successful applicants will be required to complete a pre-employment health declaration.

·        Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

·        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

·        To support DET's commitment to its Environmental Management System, DET employees are expected to act in an environmentally responsible manner at all times.

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.