Established in 1962, Belmore School is a specialist school catering for students who have a physical disability and/or significant health impairment requiring paramedical support. Students have a wide range of intellectual abilities and some have multiple disabilities and complex needs. All students are funded under the Program for Students with Disabilities. Located in Stroud Street Balwyn with a frontage on Belmore Road, Belmore School caters for students aged 5 to 18 years from a wide geographical area and a diverse socio-economic background from the north east quadrant of metropolitan Melbourne.
Belmore School has a highly qualified and extremely experienced teaching team passionate about providing an optimum learning environment for our students. Supported by small class sizes and an extensive education support team, teachers are able to provide innovation and best practice in teaching and learning to enable each student to achieve their full potential. This comprehensive educational team is supplemented by highly skilled therapy staff including physiotherapists, speech pathologists, occupational therapists and music therapist. Our staff are committed to delivering high quality learning programs through a multidisciplinary approach. Additional support programs are provided by our school nurse, psychologist and social worker. An attendant care team supports the personal care requirements of students in a sensitive manner in private, well-resourced facilities.
Belmore School provides a comprehensive curriculum to develop each student intellectually, physically, socially and emotionally, while maximising independence in functional activities of daily living. All students have challenging individual learning plans based upon the Victorian Curriculum designed to enable them to reach their full potential. Our curriculum emphasises developing communication skills, extending physical ability and encouraging independence through the domains of English, Maths, Health and Physical Education and Personal and Interpersonal Learning. In addition extensive specialist and integrated studies programs ensure all students are provided with optimal learning opportunities across all curriculum domains. All educational programs are adapted to meet each student’s readiness for learning and their individual goals established in conjunction with their parents through a formalised student support group process.
An extensive transition program is individually tailored to support new students enrolling into Belmore School. Enrolment enquires are considered throughout the year and we endeavour to ensure a placement can be offered when requested. A number of students are dual enrolled at their local mainstream school to maintain a connection with their local community with Belmore School being highly regarded for the support of these placements and the information shared through regular student support group meetings to sustain their success. Our senior secondary students and their parents are supported to make an informed decision regarding their choice of post school program to ensure that they continue to experience success following their graduation from Belmore School.
B elmore School values our partnerships with parents, carers, volunteers and our local community and strive to foster strong links with medical and allied health professionals and the NDIS to enrich our students learning opportunities. We proudly acknowledge our ability and passion to embed best practice in specialist education throughout our school and accept the responsibility for sharing our expertise through the provision of a range of professional learning opportunities for professionals, parents and students.
Our core values of opportunity, learning, teamwork, excellence and respect underpin all that we do.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated commitment and experience related to teaching in the field of Special Education.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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