AddressBellbridge Primary School opened in 1987 and is situated in the rapidly growing City of Wyndham. It has an enrolment of approximately 615 students organised into single grades with approximately 65 staff. Bellbridge Primary School is proud of its commitment to provide flexible, enriching, personalised education for all students which maximises outcomes, promotes personal growth and inspires lifelong learning. Our specialist subjects include Physical Education, Performing Arts, Visual Arts, AUSLAN and S.T.E.M. (Science, Technology, Engineering and Maths).
The work we do is guided by our School Strategic Plan which can be located on our school website. We maintain an equal focus on learning and wellbeing to achieve the best outcomes for our students. The key directions for current school improvement are focused on optimising learning growth for all students, empowering students to be active agents in their learning and improving the wellbeing of all students.
A guaranteed and viable curriculum is implemented in all key learning areas, which ensures a balanced and consistent approach to teaching and learning. Our staff work within a Professional Learning Community, ensuring that regular data analysis is used to drive teaching and meet individual student needs. We are an eSmart school and maintain a strong use of Information Communication Technology (ICT) in all classrooms. Our school based 1:1 netbook program is in place for all students in Grades 4 to 6.
The school vision of 'Individual Paths, United Journey' provides the guiding principles which inform all policies, practices and values within the school. This vision is supported by the implementation of our School Wide Positive Behaviour Support (SWPBS) program, which actively promotes positive behaviours in all classroom and non-classroom settings within our school. Staff and student wellbeing continues to be a key focus, supported by our involvement in The Resilience Project¿s education program. We foster inclusive practices as guided by the Disability Inclusion framework and work with external agencies to support the learning and wellbeing of our students.
We aim to maintain strong relationships amongst students, staff, parents and the wider community. We have a strong network of student leaders, including School Captains, House Captains, Peer Mediators and our Student Representative Council. Our strong Active Travel program supports partnership with a number of community organisations, including Wyndham City Council, Bicycle Network and The Salvation Army. We foster a sense of teamwork and community engagement through a range of extra-curricular activities.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrated knowledge and experience working with students, staff, families and Allied Health services in the Disability Inclusion Initiative, as well as an understanding of inclusive classroom pedagogy.
The central function of the role is to ensure that the social and educational services of the school are available to students with impairments or disabilities. This role involves the individualised support for DI funded students, including a supervisory and supportive role with Education Support staff that support those students. Additionally, the role includes the development of proactive programs and supports to enhance the school experience for students with impairments or disabilities (both funded and non-funded).
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Please ensure that contact details of three referees are included with the application (name, position and contact number).
The key roles of the Learning Specialist may include but are not limited to:
- be an advocate and champion for students with a disability or additional needs
- work with school staff to implement strategies for supporting the education of students with a disability or additional needs
- support the Assistant Principals, as required, in ensuring the school meets DET obligations for students who are required to have an Individual Education Plan (IEP)
- collaborate with external support agencies, as required
- promote a culture of high expectations and aspirations for the learning of students with a disability or additional needs
- embed evidence-based inclusive education and human rights obligations into school policies
- act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with a disability or additional needs
- be the lead contact for Disability Inclusion within the school, for example with the Disability Inclusion Regional Implementation Team
- promote the implementation of all elements of Disability Inclusion at the school
- ensure Disability Inclusion profile meetings are booked for all students who require profile meetings
- where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) contribute to Disability Inclusion profile meetings
- support the relevant Assistant Principals to ensure the establishment of Student Support Group (SSG) meetings for all students who may benefit from a Disability Inclusion profile meeting
- build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs
- deliver whole school professional learning to promote inclusive practices
- undertake classroom observations to support teachers in the provision of curriculum and appropriate learning activities for Tier 2 and Tier 3 students
- organise professional learning and support for teachers to effectively adjust/modify the learning program to meet the needs of Tier 2 and 3 students
- providing P-6 wellbeing and SWPBS support as needed
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.
The Department of Education and Training 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.
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
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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.
