Head of Special Education Services

2 days ago

Gold Coast, Queensland, Australia Queensland Department of Education Full time
Head of Special Education Services (H01) - Palm Beach State School - Special Education Program

Education (Organisation site)
South East Region, School and Regional Operations and Performance Division

Are you looking to promote an inclusive culture and practices within school communities to ensure equity and excellence for students with disability?

If so, Palm Beach State School has a fantastic opportunity to join their team as the Head of Special Education Services (HOSES) on a full-time permanent basis.

If you would like to have a positive influence on our school community, apply below.

The Department of Education is dedicated to building an inclusive and diverse workforce that reflects the community and schools we support by treating everyone with respect and dignity. This starts with recruitment and selection. The methods of assessing suitability in the recruitment process may vary, including making reasonable adjustments to support applicants at all stages of the process and employee lifecycle.

About Palm Beach State School

Our school is a unique Gold Coast school as we are one of the few within two hundred metres of a local beach. We currently have approximately 780 students and are referred to as 'The best kept secret on the Gold Coast' by our community. We offer a safe, supportive environment where no student remains anonymous. We are also proud of the variety of extra-curricular activities we provide in music and the performing arts, sport, camps and excursions, as well as the rigorous and well-planned curriculum explicitly taught in each classroom.

Our long-serving and stable teaching staff are very committed to ensuring all students achieve their best. We cater for the individual learning needs of students through a variety of extension and intervention programs. The use of technology is also a feature of our school through our One2One ICT program. Our school is fully networked with extensive wireless capabilities, and we are continually expanding our computer hardware and professional knowledge.

About the Role

Responsibilities include, but are not limited to:

  • Manage and coordinate the delivery of high-quality advice and support provided by the Special Education Program and/or Early Childhood Development Program.
  • Lead and manage the Special Education Program and/or Early Childhood Development Program to provide advice to classroom teachers for students with disability as needed.
  • Provide high quality advice to the school leadership team, classroom teachers, and other school staff to develop, plan, and implement effective reasonable adjustments for students with disability.
  • Coordinate and provide intensive targeted teaching for students requiring intervention.

Please refer to the attached role description for any mandatory requirements for this position.

How to Apply

  • Please attach a brief resume including contact details for 2 referees (referees should have an understanding of your relevant previous work history); and
  • A 2-page response to the How you will be Assessed section of the attached role description.

We welcome all applicants to share any support needed to ensure our recruitment process is inclusive.

Applications remain current for 12 months from the closing date and may be considered for appointment to identical or similar vacancies within the Department.

Applications from recruitment agencies will not be accepted.

When working in regulated employment an employee must have a current Working with Children Clearance (blue card) issued by Blue Card Services.

Salary rate shown is reflective of full-time (1.0 FTE).

We are committed to building inclusive cultures in the Queensland public sector that respect and promote human rights and diversity.

For a full list of the position responsibilities and mandatory requirements, please ensure you download the attached role description and candidate information fact sheet and follow the instructions.

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