Address
Form of workVISION
The vision of the school community encompasses a commitment to achieving excellence in education for students with additional learning needs through a curriculum which integrates learning technologies with best practice in teaching and learning.
VALUES
The values embraced by the school community are:
- Respect
- Personal Best
- Inclusion
- Cooperation
- Honesty
These values are imbedded in the Student Code of Conduct and the Staff, Principal and School Council Codes of Practice.
CONTEXT
Located in Bundoora, a northern suburb of Melbourne, on two campuses, Concord is a specialist school which caters for students with mild intellectual disability between the ages of 5 and 18 years. Students come from a wide geographical area and a diverse socio-economic background. The Watsonia Campus caters for students aged between 5 and 9 years of age. The Bundoora Campus caters for 9 to 18 year old students. Both campuses are situated in attractive, well maintained grounds with excellent facilities which include:
- Discovery Centre
- Fully equipped gymnasium
- Food Technology Centre
- Art and Craft room
- Well-resourced library
- Physical Education & Performing Arts Centre
- Six school excursion buses
- Comprehensive and innovative eLearning facilities and resources
- Modern playground equipment
- Shaded outdoor playing areas
The school, with 160 teaching and ancillary staff, has a current enrolment of 450 students. Enrolment is dependent on eligibility criteria as determined by the Department of Education. Concord School supports integration into or from mainstream schools. Support services available to parent/carers and students include access to educational psychologists, speech therapists, occupational therapists and visiting teacher services. Intensive social competency programs also form part of the core curriculum across the school
Concord School is focused on student achievement and learning. Concord School is recognised as being a leader in the provision of education for students with additional learning needs and, as a specialist school, is highly regarded for its curriculum, learning technology programs and educational leadership.
The students are taught the mainstream Victorian Curriculum (Prep-Year 10) and VPC (Year 11-12) curriculum however the educational pathway of each student is specifically tailored, through the use of Individual Learning Plans, to meet their targeted learning needs. The students are supported through extensive resourcing, small class sizes of 8-12, education support staff in each classroom and specialised staff including a school nurse, occupational therapists, speech pathologists and student wellbeing coordinators.
Concord School has a high level of commitment to a curriculum which integrates learning technologies with best practice in teaching and learning in order to enhance educational outcomes for our students. The Discovery Centre, a technology rich learning environment, has facilitated opportunities for our students, our staff and for staff from neighbouring schools. The Physical Education/Performing Arts Centre, Food Technology Centre and Library ensures our students have access to outstanding facilities and resources in these areas.
Staff members place a high priority on communication and work with parent/carers in Student Support Groups to communicate and discuss individual Student Learning Plans. These plans focus on the development of learning outcomes based on the course content of the Victorian Essential Learning Standards. Student progress is closely monitored against these learning targets through extensive formal and informal assessment.
Student achievement is celebrated to promote increased self-esteem and self-confidence to assist students to become independent in their work and acknowledge participation at school. At Concord we expect that students will develop respect for others and achieve personal excellence.
The values of the school are promoted through all curriculum areas and emphasised through student responsibility areas such as the Student Representative Council and other student leadership programs.
Concord School provides many enrichment programs such as:
- Work Experience
- Travel Education
- Excursion / camping programs
- Swimming programs
- Inter school sport
- Electives
- Presentation Ball
- Perceptual motor program
- Annual Christmas concert, performing arts concerts and incursions
- Bike education
- Footy Day
The school looks forward to continuing to meet the challenge of educating our students so that each can continue `To be The Best I Can Be'.
SC1 Demonstrated expert knowledge of the relevant curriculum and ability to lead and manage the implementation of school priorities.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of Leading Teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, Leading Teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A Leading Teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Concord School is seeking an organised and enthusiastic Leading Teacher to lead and manage our transition into Disability Inclusion. Responsibilities include:
¿ lead contact for Disability Inclusion within their school, for example for the Disability Inclusion Regional Implementation Team
¿ in collaboration with the Assistant Principals - lead the School¿s implementation of the Disability Inclusion reforms in accordance with DE requirements and the 3-tiered funding model.
¿ provide advice and support to the school community in regards to the Disability Inclusion program.
¿ promote the implementation of all elements of Disability Inclusion at the school
¿ ensure the student has a voice in setting learning targets during the IEP process
¿ register students who require a profile meeting
¿ respond to any requests from facilitators for additional information
¿ ensure Disability Inclusion profile meetings are booked for all students who require profile meetings
¿ support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
¿ collaborate with services working in the school to deliver adjustments to students
¿ liaise with the school¿s key contacts (Assistant Principals, Allied Health staff and/or regional staff) as required
¿ where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings
¿ be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students
¿ promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
¿ act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
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.
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
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.
