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.
SC1. A knowledge of the use and application of a wide range of augmentative and alternative communication systems for children with an intellectual disability (many who are nonverbal and/or autistic) such as electronic communication devices and KWS signing and have a commitment to implementing these forms of communication throughout the school.
SC2. Knowledge of best practise in dysphagia and management of oral control issues.
SC3. Recognise the importance of working positively and effectively with a multi-disciplinary team in a trans-disciplinary way.
SC4. Ability to communicate effectively with families, care givers, staff and other professionals on service delivery and client based issues.
SC5. An ability to resource and in-service staff on the theory of language/communication development and AAC such that communication skills can be facilitated in every class.
SC6. An understanding and commitment to using electronic communication devices and computers for communication skill development.
Conduct assessment of students in areas such as, communication, alternative and augmentative communication, speech, language, swallowing/meal times and social/behavioural needs. Design and implement programs in collaboration with teachers, parents / carers according to students individual needs and based on developmental level and age appropriateness.
Document, record and accurately report on student involvement, evaluate progress and make recommendations for future programming. Provide information about special access equipment and physical barriers within the school environment as required by staff, parents / carers.
Attend meetings eg staff, therapy and case conferences.
Manage and maintain Speech Therapy resources.
The initial responsibilities of this position will be:
1. Effective assessment monitoring and reporting of student's individual needs.
2. Implement therapeutic programs through individual, small group or whole class settings.
3. Provide support to student's families or carers through direct and indirect means (E.g meetings and developing/providing resources)
4. Effective organisation management and promotion of team work.
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
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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
