Classroom Teacher - Special Education / Middle Years / Secondary Generalist Teacher

Department of Education Victoria – Dandenong VIC

1d ago , from Department of Education & Training Victoria

Monash Children's Hospital School (MCHS) is a Victorian Department of Education (DE) school located within Monash Children's Hospital. The school has been established to provide education for children who are inpatients and/or outpatients of Monash Children's Hospital inclusive of Early in Life Mental Health Services (ELMHS).

Vision

Monash Children's Hospital School's vision is to ensure our young people will have access to high quality teaching, learning and consultancy that will provide continuity of their education. We aim to build a safe and supportive environment and culture, one that promotes positive relationships, values diversity and inclusivity and supports the holistic development of our students.

Values

Monash Children's Hospital School's values are: Respect, Inclusion, Collaboration and Engagement.

Purpose

Monash Children's Hospital School (MCHS) is a Victorian Department of Education (DE) school located within Monash Children's Hospital. The school has been established to provide education for children who are inpatients and/or outpatients of Monash Children's Hospital inclusive of Early in Life Mental Health Services (ELMHS).

Vision

Monash Children's Hospital School's vision is to ensure our young people will have access to high quality teaching, learning and consultancy that will provide continuity of their education. We aim to build a safe and supportive environment and culture, one that promotes positive relationships, values diversity and inclusivity and supports the holistic development of our students.

Values

Monash Children's Hospital School's values are: Respect, Inclusion, Collaboration and Engagement.

MCHS Model

The Monash Children's Hospital School model allows education and health colleagues to work together as members of multidisciplinary treating teams. This provides a holistic approach to the care and education of the young person. Together health and education professionals align treatment and education, inform one another's practices, provide different perspectives of the child, utilise one another's strengths and build a holistic understanding of the young person.

We provide education to students from Foundation to Year 12 inclusive of all schools - mainstream, specialist and specific purpose.

3 Major Phases

Monash Children's Hospital School delivers education services alongside a patient's treatment, recovery and reintegration to school/education setting.

Treatment Phase

We establish and maintain contact with the young person's regular school in a supportive and confidential manner in order to provide continuity and connectedness with their learning. During this phase, MCHS staff members teach, liaise and advocate with, and for, the young person.

Recovery Phase

We engage with the young person's family, Monash Children's Hospital medical and health personnel, ELMHS treating team members and key staff from the student's regular school. This role assists the continuity of the patient's education while they are recovering at home. This is an important phase to make sure that the young person stays connected with their education and school.

Reintegration Phase

We provide support to the young person, their family and the base school to assist in a smooth and positive reintegration back to school/education. MCHS staff can provide advice about return to school planning and with other key stakeholders will develop strategies that further strengthen this process.

Who We Work With

InpatientsMonash Children’s HospitalTeaching occurs in purpose built classrooms, in learning spaces on the wards and units, as well as in patient’s rooms.OutpatientsMonash Children’s Hospital School also supports outpatients (as educational consultants) in the following areas:Early in Life Mental Health Services (ELMHS)CORE ProgramIntake, Assessment,



Consultation and Treatment unit (iACT)Intensive Mobile Outreach Service (IMOS)Endeavour Service - Neurodevelopmental PsychiatryChild and Adolescent Mental Health Service - Early Action in Schools (CASEA)Children's Health & Wellbeing LocalMedical ClinicsAdolescent Medicine ClinicDevelopmental Paediatrics ClinicsVictorian Fetal Alcohol Syndrome Clinic (VicFAS ¿ Metro & Regional)Cystic Fibrosis DepartmentNephrology DepartmentHealthy Koori Kids ClinicPaediatric Refugee Health ClinicPakenham Community Paediatric ClinicSpina Bifida ClinicWellness and Recovery Centre - Eating Disorders Day ProgramVictorian Paediatric Rehabilitation Chronic Fatigue ClinicVictorian Paediatric General Rehabilitation Clinic

Selection Criteria

SC1 Demonstrated knowledge and understanding of current literacy, numeracy and the personal and social capability strategies and intervention approaches.

SC2 Demonstrated knowledge of the Victorian Teaching and Learning Model 2.0 and experience in planning for and implementing high impact teaching and wellbeing strategies.

SC3 Demonstrated exemplary interpersonal and communication skills that will enable you to facilitate conversations with a broad range of professionals, including both education and health personnel.

SC4 Experience of educating and supporting students who are neurodiverse and/or have significant medical and/or mental health issues. This includes an ability to effectively support students who have significant cognitive, social and emotional needs.

SC5 Commitment to professional development. Provide evidence of recent professional learning and its imapct on your teaching.

Role

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:

- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Responsibilities

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.

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.

Diversity and Inclusion

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 (seeWorkplace adjustment guidelines).





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.

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 secure standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

DE Values

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:

Other Information

- Capacityand willingnessto be able to workon the general paediatricmedical wards,children's cancer centre, mental health unitsand/oras an educational consultant across a variety of specialised medical/mental health clinics. Please note that our mental health units and clinics provide specialist assessment, care planning and education for young people who are experiencing significant medical and/or mental health issues
- In 2027, the successful applicant may work across one or more specialised programs at Monash Children's Hospital School, including as a teacher with one of our inpatient programs and/or within the Early in Life Mental Health Service (ELMHS) multidisciplinary team, the Healthy Koori Kids Clinic , and/or the Victorian Paediatric Rehabilitation Service (VPRS) . These roles involve high quality teaching alongside strong consultation, collaboration and liaison with students, families, schools and multidisciplinary health professionals. Other teaching and consultancy opportunities may also be considered, depending on the skills, experience and expertise of the successful applicant and the evolving needs of the school.
- Willingness to work across multiple sites: Clayton, Berwick, Cranbourne and Dandenong
- Capacity and ability to effectively teach and consult across multiple year levels.
- Strongly encourage a deep understanding and commitment towards inclusive education.
- Special Education experience is highly desirable.
- Experience in school wellbeing programs and teams is also highly desirable.
- Demonstrated ability to actively promote the safety and wellbeing of all students, in line with the Child Safe Standards.

This position requires an exemplary teacher who can align health and education for the development of the young person in all the learning and wellbeing domains.

Conditions of Employment

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.

Qualification Requirements

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 atRecruitment in Schools.

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📌 Classroom Teacher - Special Education / Middle Years / Secondary Generalist Teacher (City of Greater Dandenong)
🏢 Department of Education Victoria
📍 City of Greater Dandenong