Classroom Teacher - 3 Years

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1459562

Job posted: 17/12/2024

Closes: 13/01/2025

Classification: Classroom Teacher

Location Profile MULTI-CAMPUS SCHOOL - VACANCY IS NON SPECIFIC TO A CAMPUS NSA School Vision "Learning for Life"

Northern School for Autism strives to be a centre of excellence. Students are supported towards developing their personal and educational potential, so as to be valued contributors to family and community life.

School Overview Northern School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism ranging in age from 5 to 18 years. The school was established in 2006 and currently operates across two campuses located in Reservoir and Lalor. Reservoir is an Early and Middle Years campus; Lalor is a Later Years campus. The school also coordinates a satellite program at Norris Bank Primary School. Class-groups generally comprise of six to ten students of similar chronological age. Teachers, teacher aides, and therapists (speech pathologists and occupational therapists) work in teams of two or three in each classroom, supported by specialist teachers (PE, Art, and Music) as well as a team of leading teachers.

School Structure The school is divided into sub-schools according to the stages of schooling (ages approximate):

Early Years 5 - 8 years. Middle Years 9 - 14 years. Later Years 15 - 18 years. Pedagogical Philosophy The community of Northern School for Autism believes that to succeed in the world, students need to develop the capacity to:

Manage themselves as individuals in relation to others. Understand the world in which they live. Act effectively in that world. Teaching and Learning Northern School for Autism implements a teaching approach that builds on individual student's strengths and skills. The educational programs accommodate the particular impairments associated with autism; teaching and learning programs centre upon developing student's interpersonal/personal skills, communication skills, and executive functioning. Emphasis is placed on promoting social skills, assisting students to develop their imagination and play skills, as well as supporting students to learn to manage and self-regulate their emotions and behaviour. Programs are designed to accommodate individual student's needs and interests. Teachers are trained in autism-specific pedagogy (structured teaching) and work in accordance with the autism-specific Northern School for Autism, Teaching and Learning Protocols. Staff members deliver programs in a consistent, autism-friendly manner across the whole school. All students are encouraged and supported to become independent, life-long learners. NSA is proud to implement a School-wide Positive Behaviour Support approach.

Individual Learning Plans and Student Support Group Meetings NSA has developed an autism-specific curriculum which incorporates AusVELS and (in the Later Years) an Applied Learning Program. Each student's current level of performance is identified and programs are implemented to address their individual learning needs. Termly Individual Learning Plans are developed for each student through discussion with parents/carers, teachers, education support staff, and other professionals at Student Support Group (SSG) meetings. Individual progress is formally recorded and reported upon at termly SSG meetings and in written reports to parents/carers. Teachers use a variety of formal and informal measures to ensure students are meeting their individual educational goals. Individual student progress, as well as student progress across the whole school is assessed formally via the on-line Abilities Based Learning Education Support (ABLES) program.

Applicants without experience must be willing to take a high level of direction in order to develop the skills and knowledge required, as well as participate in comprehensive induction and PD programs.

Selection Criteria SC1: Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2: Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3: Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4: Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues, and the broader school community to support student learning, agency, wellbeing, and engagement. SC5: Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. Role The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation, and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training, and experience of the teacher.

Classroom teacher Range 2: 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.

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. Classroom teacher Range 1: The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation, and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content, and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring, and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment, and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams, and the organisation of co-curricula activities.

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.

EEO AND OHS Commitment 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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces.

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 safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar.

VIT LANTITE To be eligible for employment, transfer, or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

To apply for this role, you will be redirected to the Schools (Government) job application system.

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