Melton Specialist School, with an enrolment of 280 students, provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces, toileting facilities and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school’s philosophy and programs are based upon the belief that children learn best in a co-operative environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN programs which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held twice yearly to formulate individual learning goals based on each student’s ability, strengths and needs.
In 2018, a major rebuild of the administration, therapy and multipurpose hall will occur. This is the first stage of a four-stage rebuilding project. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.Our newly agreed vision
Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills. Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.Our values
Melton Specialist School values the safety, health and wellbeing of its students, staff and community. The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school. At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner. Staff have a responsibility to ensure that student learning is engaging and relevant to the individual. Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.
We are a School Wide Positive Behaviour Support School.
School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.
Our school purpose is supported by the following school values that are central to the life of the school.
Be Responsible • Be Respectful • Be Safe
Selection CriteriaOur school is seeking an educational professional who is passionate about creating long term, sustainable programs which empower our staff, students and families to become aspirational school community members. Our school is in a unique phase of positive and dynamic development within its curriculum and environment. We would like to welcome committed and progressive educational specialists to become an integral part of this evolving process.Educational Leadership
Financial, Managerial and Administrative Ability
- Highly developed skills in leading and managing change including the leadership of others in the process of change.
- Outstanding capacity to lead, manage and monitor the school improvement process through implementing the school's Strategic Plan and
Planning, Policy and Program Development and Review
- Demonstrated capacity to maximise the financial and operational resources and processes to implement the school's vision and goals.
Leadership of Staff and Students
- Exemplary ability to implement DET policies to a high level.
- Outstanding understanding of developmental needs of student learning and appropriate pedagogical practices.
- Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes
Interpersonal and Communication Skills
- A highly developed capacity to motivate staff, develop their talents and build an effective team.
- A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
- Highly developed capacity and commitment to lead a professional learning community through the use of data to improve student learning outcomes for all students.
- Demonstrated capacity to model DET and school values and behaviours to develop respectful relationships with staff, parents, students and stakeholders.
- Ability to work with students, staff and parents and community stakeholders to develop a strong learning environment
- Demonstrated capacity to lead whole school improvement utilising High Impact Teacher Strategies and to ensure that teaching and learning is matched to the ongoing use of student data.
- Demonstrated capacity to deliver outstanding programs to support the health and well-being of students including those with special needs.
The assistant principal reports directly to the principal.
Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.
The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
Typically, assistant principals perform one or more of the following functions:
- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
- If you are accessing this position from a non-departmental website you should log into the Department’s “Recruitment Online” website ( http://www.education.vic.gov.au/hrweb/careers/pages/advacssch.aspx ) and click on the search or apply for a job link. More complete position information exists in recruitment Online. -