|Location:||Port Phillip Specialist School|
|Department:||Port Phillip Specialist School|
|Role Type:||Primary Teacher|
|Ongoing/Fixed Term:||Fixed Term|
|Contact Name:||Juliet Cooper|
|Phone:||03 9696 0855|
Port Phillip Specialist School is a dual-mode specialist school catering for a diverse range of students aged 2.8 to 18 years. Our student population includes students with a mild to severe intellectual disabilities. A number of our students also have co-occurring autism spectrum disorders, medical or physical disabilities. PPSS is recognised as a leader in providing educational, health and welfare services to students and their families.
At Port Phillip Specialist School we use an arts-based practice to support our students in achieving their goals. This means we use the engaging power of arts (visual & performing), dance, drama, music, physical education and technology (computers, iPads, interactive whiteboards) to have our students achieve success in the fundamental skills as outlined in the Victorian Curriculum. We also ensure an emphasis on English (Communication, Reading & Writing), Mathematics, The Humanities, Science, and Technology. We place an emphasis on personal and social capabilities as well as intercultural, ethical and thinking.
We teach independent living skills such as personal care, meal preparation and social skills. In addition, we adjust each student’s individual program through the Individual Learning Program (ILP) process to adjust and accommodate programs to meet the needs of the student. The arts are the primary delivery tool with a focus on developing each student’s functional capability in English literacy and numeracy.
It is our continuing priority to provide a rigorous learning experience for all students that is delivered in a manner that draws the best out of each student. This is the reason for, and the power of an arts-based curriculum.
The school is acknowledged as leading the way in integrated service provision. We present a new and integrated approach to structuring educational, medical, paramedical and mental health services to maximize the available resources and outcomes for students and the broader community. The Integrated Services Team reviews programs and progress for each student during the year.
The therapy members ensure that teachers are using evidenced-based “best practice models’ for improving the skills of our students. As a result of our unique approach using Integrated Services and Visual and Performing Arts, the school receives enrolment enquiries both nationally and internationally.
In 2012, a book was published by ACER Press, about the uniqueness of the school. “An Extraordinary School: Re-modelling Special Education”. This book tells the story of our unique Integrated Services model and arts-based approach to engagement and teaching / learning. There is also a 60-minute documentary about the school called “Dare to be Different”.
The book and documentary have provided extensive media interest in our school and our methods. We continue to explore the boundaries of what is possible in order to provide the best possible learning environment for our students with special needs.
SC1 Demonstrated ability to manage students with ASD and extreme challenging behaviours.
SC2 Demonstrated ability to meet the learning needs of students with a high level of physical disability support needs including medical needs.
SC3 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
SC4 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning in accordance with the Victorian curriculum.
SC5 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
SC6 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
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:
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.
Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.