Special Education Team Leader
1 week ago
South Melbourne
South Melbourne Primary School acknowledges the traditional owners of the land on which we are located; the Wurundjeri peoples of the Kulin Nation.
At South Melbourne Primary School, we aim to be an outlier in excellence for the benefit of our students, their families and ourselves.
Setting up a new school has allowed us to select staff who are determined to implement effective, evidence-based approaches and processes.
Our values of Character, Community and Learning form the basis of everything we do.Purpose:
We care for and educate children so that they are safe, happy, connected and achieving.
Vision:
Inspiring hearts and minds to thrive
Values:
Character, Community and Learning
Character:
Our People. Strong Together
Creating a warm, inclusive culture is important to us. Equally, there is a high sense of expectation running parallel to our work. Our staff are united in aspirations for academic and behavioural excellence. Our staff plan and collaborate in Professional Learning Teams, building each other's knowledge. Our staff practice GEMS (Gratitude, Empathy, Mindfulness and Show More Love) in Staff Huddles, meetings and daily interactions.
We mindfully build strong character in our students. We refer to our Big 10 Essential Habits regularly.
These are based on core traits that we want to embed in the behaviour, work habits, social skills and effort of our students.
We hold blitzes on key areas of character, such as manners, to ensure our standards never slip. Emotional intelligence and self-regulation are actively taught to students through weekly lessons focussed on social and emotional learning.Learning:
Our Program. Be your best in your practice
Coaching, observation and feedback occurs in Professional Learning Teams and across our staff to support our pursuit of practice improvement.
Our Specialist Programs provide outstanding opportunities for students to find and hone talents in the areas of Music and Performing Arts, Visual Art, Mandarin and Physical Education.
Community:
Our Place
Our students come from every corner of the world. Each one adds to our school and we consider it a privilege to be able to educate them. We are proud to be a place where our community's multicultural backgrounds come together.
We approach learning as a partnership with the families of our students. We seek to engage our students' families through a range of in person and digital means. These include Celebration of Learning Days, assemblies, Seesaw and Compass.
We report student progress, both social emotional and academic, to families transparently on a termly basis as we strongly believe that parents have the right to know how their child is progressing.
We often visit areas in the community or have visitors come to present to our students. We consider this part of a rich curriculum that inspires hearts and minds to thrive.
We form a strong partnership with the City of Port Phillip to provide wrap-around services including a Kindergarten, Out of Hours School Care, Sports and Recreation and Health Services.
Staff can commute via public transport (a 96 tram stop is at our door), walk, ride or pay for parking on the surrounding streets if spots are available.
GENERAL DESCRIPTION
To support students in the regular classroom environment, under the guidance of classroom teachers and the Wellbeing Leader
SPECIFIC DUTIES
- Leading the Inclusion Aide Team
- Observing the Inclusion Aides and coaching for feedback.
- Planning for and facilitating Aide Professional Learning Team meetings.
- Checking IEP content to ensure it is aligned with Inclusive Education expectations and includes Disability Inclusion criteria.
- Working alongside teachers to upskill with IEP writing where required.
- Creating and implementing systems whereby IEPs and BSPs are visible to ES staff and utilised consistently.
- Meeting regularly with Allied Health Specialists.
- Observing Wellbeing programs across the school with a neuroaffirming lens.
- Reading Allied Health assessment reports and supporting teachers to implement recommendations.
- Systemising resources and wellbeing documentation (such as Weekly/Monthly schedules, first/next/then charts).
- Upskilling staff with knowledge of how to utilise AAC devices
Please consider the nature of our educational setting when responding to these criteria, namely, our philosophy of practice and behaviours inside professional learning teams, our focus on data for improvement, our use of flexible learning spaces and the need to provide educational support and challenge for all students.
SC1 Demonstrated knowledge of neuro-affirming and inclusive practice including knowledge of the Department's Inclusive Classrooms Autism course content, Inclusive Classrooms Individual Educatio
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