AddressBelvoir Special School is a multi-mode specialist school in Wodonga which provides a high quality educational program for students with mild, moderate and profound intellectual disabilities. Around 45% of our students have a co-morbid diagnosis of Autism as well as an intellectual disability. Many students also have a level of Physical disability. Students range in age from five to eighteen years of age.
In 2014 the school moved to a brand new purpose built facility which has been constructed for a peak enrolment of around 220 students. Current student population is 200.
To attend the school students must meet the state-wide eligibility criteria and are enrolled at Belvoir Special School after consultation with parents, previous schools or kindergartens and appropriate paramedic personnel if needed, in accordance with the school¿s documented enrolment policy.
Our school¿s philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Belvoir is a School Wide Positive Behaviour Support School and has developed a school culture that is reflected by the ideals of SW-PBS.
As a school we encourage active involvement and participation of students, staff, parents, caregivers, volunteers and the wider community.
Belvoir is committed to develop lifelong learners who are encouraged to pursue their individual strengths and talents. Our aim is to enable all students who graduate from Belvoir to live an `enviable life¿ which allows then to achieve all their dreams. To do this we require committed teachers who see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.
SC 1: Specialist knowledge and expertise in physiotherapy to provide a comprehensive physiotherapy service that optimises the physical and mobility functioning of students with a moderate to profound disability 5 to 18 years.
SC 2: Demonstrated capacity to provide consultation, assessment and intervention recommendations for students with physical and mobility difficulties, and to support and guide teachers, Education Support Staff and Allied Health Assistant, in the implementation of contemporary therapeutic strategies and approaches.
SC 3: Demonstrated exemplary interpersonal and teamwork skills to relate effectively to students with disabilities and collaborate within a multi-disciplinary Allied Health and Wellbeing Support Team to devise and deliver intervention services for students in a special developmental school setting.
SC 4: Demonstrated sound written and verbal communication skills to engage successfully with other Allied Health Professionals, principal class members, teachers, Education Support Staff, Wellbeing Personnel, External Providers and families to support the integration of appropriate intervention strategies and programs that promote quality learning outcomes for all students with a disability.
SC 5: Demonstrated commitment to own clinical supervision, professional learning and growth for self and others, as well as, an adherence to Department of Education and Training values.process.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibility for the delivery of Physiotherapy services at a special developmental school in conjunction with other school-based physiotherapist.
Provide consultant physiotherapy assistance to staff in the management of students with moderate to severe intellectual disabilities who may exhibit physical and mobility difficulties.
Liaise with other professionals in the management of students and be proactive in accessing additional services for students and families, as required.
Assist teaching staff in developing goals for students to optimise student adjustment and wellbeing based on results of assessment and observation.
Provide support for staff as necessary, including discussion, modelling and guidance regarding
implementation of recommendations and to compliment the services of employee health.
Undertake physiotherapy assessments to determine students level of physical and mobility development.
Support the provision of evidence for Disability Inclusion Profiles.
Attend Student Support Group of Care Team meetings as requested.
Conduct training and instruction for the school community groups, as required, within the professional field of expertise.
Provide individual student aquatic therapy programs.
Support programming for students undergoing orthopaedic or other surgeries.
Maintain appropriate records.
Incorporate DET and school policies and procedures into physiotherapy school-wide practices.
Ensure a high professional standard of work.
Maintain and upgrade therapy resources and equipment in consultation with members of the Allied Health team and Allied Health budget leader.
Prepare Equipment Grant applications as necessary to support the acquisition of student equipment and resources.
Meet with the Principal Class and Allied Health team on a regular basis to support the effective and efficient coordination of school-wide Allied Health services.
Undertake professional development relevant for the role.
Undertake other duties as directed by the Principal Class Team.
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
