Classroom Teacher

Location Nelson Park School [Multiple Location Campus]

Department

Department Nelson Park School

Role Type

Role Type Primary Teacher/Secondary Teacher/Special School Teacher

Nelson Park is a dynamic specialist setting which embraces educational excellence and promotes quality partnerships with home and community.

Nelson Park, established in 1967, caters for students between the ages of 5 - 18 years in the Geelong region with mild intellectual disabilities. Current enrolment at the school is around 360, with a small number of students on part-time placement. There are currently 100 staff including Principal Class Officers, Leading Teachers, Classroom Teachers, Specialist Teachers, Education Support Staff, Wellbeing Officers, administration and therapist staff. The main campus is situated in Bell Park, with a second campus located in Corio.

`Life-long Learners¿ reflects the school¿s commitment to optimising the independence of each student. Nelson Park School is dedicated to the development of each student¿s intellectual, social and emotional growth. Our primary focus is to enable students to discover their strengths and develop the confidence and skills needed to fulfil their educational and personal potential, both now and into the future.

This means engaging families and the wider community as learning partners in the provision of a diverse, evolving curriculum that inspires passion, supports personal growth and equips students with essential life skills. We empower students to become confident and adaptable life-long learners who are ready to build positive, purposeful futures. The care values of co-operation, learning and effort, respect and community underpin all of the school¿s work.

Members of the school community have also developed a set of School Rules for both students and staff which reflect school values. These rules promote a safe and secure learning environment for all.

Nelson Park enhances the wellbeing of its students through the implementation of School Wide Positive Behaviour Supports (SWPBS) and the Berry Street Model of Education ¿ trauma informed practices.

Students are supported within a multi-disciplinary framework that includes parents, caregivers, special trained teachers and assistants, a therapy team, student well-being officers and Disability Agencies. The school also actively promotes and builds quality partnerships with members of the wider community.

Staff at the school have developed a Guaranteed and Viable Curriculum which provides appropriate, challenging and engaging learning opportunities within a safe and supportive environment. It develops in each student the essential skills and knowledge for life and prepares them to function as responsible, productive citizens.

Individual Learning Plans which reflect the Victorian Curriculum and Individual Student Goals are developed each year for all student at Student Support Group Meetings. These meetings are held termly with families to establish, monitor and review achievement against individual goals. The school¿s reporting system, Accelerus directly reflects individual student goals.

The school has recently introduced a Whole School Instructional Model for Learning ¿ the Gradual Release Model which allows students to learn through the highly structured approach of ¿I do, We do, You do¿ allowing them to develop independence and confidence. Teachers plan curriculum and assess learning collaboratively within Professional Learning Communities to ensure quality curriculum is delivered. A supportive culture of coaching is developing across the school.

The `Starting Right' Program is implemented for the first two weeks at the beginning of each school year. This program is used to establish the culture and environment in each classroom and develop relationships between all class members. Aspects of `Starting Right' are revisited at the beginning of each new term and an `Ending Right¿ program is implemented at the end of each year to enhance transition for students within and into the school.

The school has four buses that enable transport within the community for life skill development programs.

Nelson Park provides attractive and safe buildings, grounds and equipment that stimulate and enhance a positive working atmosphere for students and staff.

Nelson Park School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision making.

Nelson Park School has zero tolerance for child abuse.

Nelson Park School is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Nelson Park School has a responsibility to understand the important and specific role that they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

Prep to 10 Curriculum

Nelson Park implements the Victorian Curriculum which is differentiated to cater for individual students learning styles and needs. The curriculum ensures that all students can achieve positive learning outcomes, build on prior knowledge and skills, and experience success. The curriculum also encourages students to experiment with and explore a wide range of materials, participate in practical activities that teach and reinforce concepts as well as reinforce concepts that can be transferred beyond the classroom.

The Early Years Literacy Program focuses on developing reading, writing and speaking and listening skills through shared and guided reading activities, the use of learning centre activities, handwriting and motor skills and phonemic awareness.

Specialist teaching programs are offered to students in Visual Arts, Design Technology, ICT, Health and Physical Education, Outdoor Education, Performing Arts (music, dance & drama) and Food Technology. Further programming includes Health and Human Relations, Library, Environmental Education, Swimming, Student Representative Council, Speech Therapy, Transition programs, Work Experience, Work Crews and Self Esteem and Enrichment programs.

SENIOR SECONDARY

In Year 10, students complete A Job Well Done in preparation to participate in Work Experience and opportunities to engage in the community. Work experience is offered as a weekly placement over 2 ¿ years of senior secondary learning to develop and build skills for students to participate in the work force.

All students participate in the Personal Interdependence Programs (PIPs) over the three years of Year 10-12. This program is aimed at exposing students to employment and pathways options in their community through volunteering and industry exposure, STEM and STEAM opportunities whilst building their resilience and independent living skills.

Victorian Pathways Certificate (VPC)

Nelson Park School¿s senior secondary students follow the Victorian Pathways Certificate (VPC). The VPC has been developed by the Victorian Education Department specifically to enable students with disabilities to engage with a fully supported and tailored program to allow them a range of options to work towards their post school pathways. As an applied learning certificate, the VPC teaches skills and knowledge in the context of `real life¿ experiences. Students apply what they have learnt by doing, experiencing and relating acquired skills to the real-world. It enables flexible, personalised learning where teachers work with students to recognise their personal strengths, interest, goals, and experiences.

Nelson Park School and Northern Bay College work in partnership to operate the Geelong Industry Trade Training Centre to the supports the vocational education development of our students. Students in Year 11 and 12 participate in VET `taster¿ courses in Hospitality, Automotive and Building and Construction. The school also works in conjunction with a number of external providers to offer our Year 11 and 12 students the opportunity to participate in a School Based Traineeships in Horticulture, Food Processing and Warehousing.

Selection Criteria

SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Role

Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:

- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Responsibilities

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.

Who May Apply

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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.

Child Safe Standards

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:

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:

To be eligible for employment, transfer or promotion in the principal or teacher class:

- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

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