Located in Melbourne¿s western suburbs, Sunshine Special Developmental School (SDS) provides a unique and innovative learning environment for students aged 5¿18 years with moderate to severe intellectual disabilities. As a P¿12 school, Sunshine SDS is structured around a Primary and Secondary Learning Centre model that supports continuity of learning and development.
Our school community is culturally rich and diverse. We have a strong Vietnamese community and continue to welcome an increasing number of Burmese and African families into our learning environment.
Sunshine SDS has an enrolment of 200 students and a dedicated staff team comprising:
- 4 Principal Class Officers
- 4 Leading Teachers
- 2 Learning Specialists
- 28 Teachers
- 53 Education Support Staff
Teaching and Learning
Our programs are tailored to meet the individual needs of each student. Learning is student¿centred, with Individual Education Plans (IEPs) developed in partnership with families. Teaching is guided by data to identify priority learning goals and monitor progress.
Learning is aligned to the Victorian Curriculum, with a strong focus on:
- English
- Communication
- Mathematics
- Personal and Social Capability
Students engage in a range of hands¿on, meaningful learning experiences, including play¿based learning, enrichment programs, and Intensive Interaction. Specialist programs further enhance engagement and skill development, including:
- Visual and Performing Arts
- Drama and Learn to Play
- Bike Education
- Physical Education
- Cooking
- Respectful Relationships
Allied Health and Wellbeing
Our Allied Health team plays a vital role in supporting students and staff. The team includes:
- Speech Pathologists
- Occupational Therapists
- Physiotherapist
- Behaviour Support Team
- Allied Health Assistants
Additional support for students and families is provided by our:
- African Cultural Worker
- Wellbeing Officer
- Community Partnership Coordinator
- School Nurse
Together, these teams work collaboratively to ensure every student is supported to thrive academically, socially, and emotionally.
Sunshine SDS promotes and upholds our vision of ¿Excellence in education for every
student, every day without exception.¿
LEARNING | COLLABORATION | RESPECT | COURAGE | PERSISTENCE
SC1 Demonstrated ability to select and apply current evidence-based practice in the provision of speech pathology practice in a multidisciplinary special education setting.
SC2 Demonstrated ability to form collaborative partnerships with families, staff and community members from a range of professional and cultural backgrounds.
SC3 Demonstrated excellence in oral and written communication.
SC4 Demonstrated commitment to ongoing professional development, particularly in paediatric disability practice.
SC5 Demonstrated ability to use initiative for problem solving, setting priorities within the case load and time management.
SC6 Demonstrated experience and capability to support the implementation of curriculum, speech and language problems through coaching observation and feedback.
[Attendance requirement for this position]
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
The responsibilities of this position will be:
In consultation with the speech pathology team, develop, deliver and evaluate speech pathology services for students with communication difficulties and disabilities.
Assist and participate in the development of policies, strategies, processes and procedures for the effective delivery of speech pathology services for students at Sunshine SDS.
Provide consultation, programming ideas and strategies to teachers in case management, particularly in the areas of augmentative and alternative communication and effective communication for students.
Provide assistance to parents in regards to communication and swallowing concerns/issues of students at home.
Develop and maintain links with community resources and facilitate school community networks.
Develop and implement professional development programs for staff in the areas within speech pathology scope of practice.
Maintain appropriate records and provide written and oral reports in line with school policies and procedures.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
