Inclusion Outreach Coach
4 months ago
Location: Melbourne | Eastern Metropolitan
Job type: Full time / From 07/10/2024 - 03/10/2027
Organisation: Schools (Government)
**Salary**: Salary not specified
Occupation: Education and Training
Reference: 1432307
**Location Profile**:
Dandenong Valley SDS is a specialist school located in Narre Warren Victoria. We cater for students with significant intellectual disability. The school was built in 1990 with an addition of a purpose built BER building in 2012. The school facilities include a PMP room, a Hydrotherapy pool which was refurbished in 2018 as a sensory space. We also have a sensory garden, horticulture centre, bike track, fitness room, engine room and sensory room, generous sized classrooms and stimulating play spaces. Our enrolment criteria are moderate to severe intellectual disability and students must reside within our transport zone.
Students at our school range in age from Foundation to year twelve and we also have an Early Education Program which caters for children from 2.8 -4.8 years. The three year olds attend one day a week and the four year olds come two days a week.
The senior transition program caters for students who are in their last two years of schooling. Its aim is to provide students with a diverse range of age appropriate learning experiences in preparation for post school options and adult life.
Our Vision for Dandenong Valley School is to achieve excellence in learning and teaching and provide the best outcomes for each of its students.
Our school also has a Mission Statement;
Dandenong Valley SDS endeavours to equip students with the capacities to manage themselves and their relations with others, understand their world and act effectively in that world.
Our Values are;
- Integrity
- Respect
- Responsibility
Dandenong valley SDS is a Schoolwide Positive Behaviour community. This Framework is fully embedded across the school and enables us to promote a happy positive learning environment for all. Our school rules are explicitly taught across all areas of the curriculum and the school. The rules are;
- Be responsible
- Be respectful
- Be a learner
- Be safe
Our Special Education programs are fully supported by a large therapy team which comprises three speech therapists, two occupational therapists, one physiotherapist and two music therapists. The role of the therapy team is to support the students to enable them to access their educational program. Therapists also work in close cooperation with teachers to ensure individual goals are achieved by all students.
Student Individual learning goals are based on our strategic plan priorities which are;
- The need to develop a functional communication system.
- The need to develop their independence skills
- The need to develop their social competencies.
These areas are the most important for our students and their families. Without these basic skills our students cannot engage in meaningful activities, nor reach their full potential.
Dandenong Valley SDS is committed to child safety. Our school actively promotes the safety and wellbeing of all students, including the needs of Aboriginal and Torres Strait Islander children, children from culturally and linguistically diverse backgrounds, children with disabilities and vulnerable children. 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.
At Dandenong Valley SDS we provide programs that cater for individual needs, interests and abilities of our students. The school¿s curriculum is based on The Victorian curriculum (levels A-D). In addition we offer a range of specialised programs that occur within the school environment or out in the local community.
These include;
Perceptual motor program, swimming (in our purpose built hydrotherapy pool), community access, personal safety, interschool sports, performing arts, STEM, visual arts, PE and camps.
**Selection Criteria**:
- Demonstrated high level experience in inclusive education practice (teaching and learning), building school staff capability and developing processes for observation and feedback of teacher practice and peer collaboration.
- Demonstrated experience planning, implementing and evaluating evidence-based intervention strategies for students with disabilities and providing feedback to teaching staff to inform their effectiveness and development.
- Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to teaching students with disability and diverse learning needs in a range of school settings.
- Demonstrated ability to provide explicit advice to teaching staff to assess and monitor student achievement and learning progress in line with the Victorian curriculum, and support teaching staff with effective strategies to engage with parents and families, including reporting on student progress.
- Highly developed comm
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