Broadmeadows Special Developmental School is located in the vibrant community of Broadmeadows in the northern suburbs of Melbourne. The school is easily accessible by car and public transport, with buses and trains stopping at Broadmeadows Station, just a four-minute walk from the school.
The school is a modern purpose-built facility and provides an attractive and safe environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and outdoor learning zones. The school has 2 sites, the main campus in Dimboola Rd and a Sorrento Street campus with students attending from a wide geographical and diverse socio-economic background. Students attend school daily from 9:00am to 3:00pm.
Curriculum
Programs are delivered within Department of Education guidelines and reflect the Victorian Curriculum. Emphasis is placed on the development of programs that address individual student needs, through Individual Learning Plans.
Our pedagogical approach is informed by evidence-based teaching practice. An explicit, evidence-based synthetic phonics program that systematically teaches children to read (Little Learners Loves Literacy) has been implemented over 10 years and has resulted in improved student outcomes. Collaborative curriculum planning, aligned to the Victorian Teaching and Learning Model 2.0, the Victorian Curriculum 2.0 and the Science of Learning, is the current focus for strengthening whole school teaching and learning approaches across the school.
Broadmeadows SDS Educational goals and priorities are reviewed every six months. Class groups are comprised of 6-8 students, with a teacher and teacher assistant, to ensure a safe and effective learning environment, where individuals are respected and self-esteem and dignity are strongly advocated. The school has a trans-disciplinary approach to student learning with input from educators, therapists and parents. Teachers case conference students with their allocated Speech Pathologist and Occupational Therapist each week.
Our school philosophy is reflected in its programs and based on the belief that children learn best in a co-operative environment that is happy, challenging, supportive and non-threatening. Broadmeadows SDS has a School Wide Positive Learning Program and has developed a school culture that is reflected by the ideals of positive behaviour support. Assessment is based on Individual Learning Plan goals.
An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age.
Working at Broadmeadows SDS:
Class sizes range from five to eight students, with each class supported by a teacher and an Education Support Officer (ESO). Some classes are larger and have team teachers, where two teachers co-teach in the classroom. Teachers are provided with planning each week to collaborate with their section teams on developing high-quality unit planners and weekly programs.
Staff are supported by a dedicated multi-disciplinary team, including speech therapists, occupational therapists, and physiotherapists, who work alongside educators to meet each students individual needs. Speech Pathologists and Occupational Therapists work within classrooms to collaborate on programs.
The school is staffed with classroom teachers, specialist teachers, literacy specialists, teacher assistants, occupational therapists, speech therapists and physiotherapists. The school accesses additional support through the Visiting Teacher Services for Hearing and Vision Impairment and a school psychologist. Current staffing includes over 180 staff including a team of 40 plus therapists.
A Commitment to Excellence
Broadmeadows Special Developmental School delivers a knowledge-rich curriculum through explicit, evidence-based instruction. We dedicate significant time to building strong foundations in literacy and numeracy, particularly through the Big 6 of Reading, oral language, phonemic awareness, phonics, vocabulary, fluency and comprehension.
We have a Multi-Tiered Systems of Support (MTSS), embedding a targeted approach to both learning and wellbeing.
Ongoing professional learning is offered throughout the year to ensure all staff remain up to date with best practices and Department of Education initiatives, such as the Victorian Teaching and Learning Model (VTLM) 2.0, Professional Learning Communities, etc.
At Broadmeadows SDS, we place a strong emphasis on the wellbeing of our staff, students, and families, taking a holistic, school-wide approach to care and support.
Successful applicants may be required to work at either the Dimboola Campus or the Sorrento Campus which are within a short walk of each other.
SC 1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.SC 2Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs.SC 3Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growthSC 4Demonstrated exemplary ability to model the monitoring and assessment of student learning.SC 5Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.SC 6Demonstrated exemplary knowledge and teaching practices in the way students with a moderate intellectual disability learn.
THE BUILDING CAPACITY LEADER
The Building Capacity leader is a member of the Learning Specialist Team. The leader is responsible for building teacher capacity to support attainment of Annual Implementation goals and Positive Learning Support Programs. They contribute to induction and mentor all new staff members throughout the year through the delivery of a structured program. This work includes graduates, support staff and experienced teachers. They work alongside the Leadership Team in planning and delivering an in-house professional development program designed to support the improvement work of the school as identified in the AIP and Strategic Plan. The learning specialist will participate in and support a Peer Observation Program linking teacher reflection with structured capacity building. This will be strategically built around a sustainable improvement model that will continue in future years and have a specific set of goals and a guiding purpose. They are responsible for identifying high performing teachers and including these staff members in the mentoring program and PD workshops focused on improving student outcomes and staff leadership development. This position is classroom based five days a week.
RESPONSIBILITIES AND EXPECTATIONS
Building Capacity Leader is responsible for:
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- The maintenance and development of staff morale, fostering the belief that all students can succeed.
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Building an effective staff team ensuring common and agreed goals and directions in accordance with the SP and AIP.
- Promotion and advocacy for BSDS, its students and staff within our broader community.
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Demonstrating high-level expertise in teaching and learning practice and behaviour management
- Modelling exemplary use of school data to inform decision making and drive improvement practice
- Implementing and promoting whole school processes, structures and programs as evidenced in your classroom and school wide practices
- Other duties as directed by the Principal
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 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 [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- 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
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).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
