Classroom Teacher - Generalist (Seymour Flexible Learning Centre)

Job Description Location: North East Region | Albury/Wodonga
Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1448843
Location Profile The Seymour Flexible Learning Centre has a student population of approximately 100 students ranging from Year 7 - 12. Seymour FLC believes that every student has a right to an education and that all students can achieve their goals and provide educational opportunities for young people who have disengaged from mainstream education. We believe that for students to be able to achieve success in achieving their goals we need to foster student's individual interests, encouraging their active participation in the learning process, and develop the ability to apply knowledge and skills to life experiences and the challenges that life brings.
Seymour Flexible Learning Centre is a part of the North East Flexible Learning Network, which has four campuses throughout North East Victoria including Shepparton, Wodonga and Seymour with over 400 students enrolled across the four campuses. We believe in our school motto of Every student, every opportunity, Success for all. And work to instil our school values of Respect, Resourcefulness, Resilience and Reliability.
We are looking for a teacher who can easily adapt to an ever-changing environment, be flexible in their teaching and learning practice and can positively respond to the challenges of an alternative approach to meeting student needs. We are looking for an educator with a passion for teaching and strengths in teamwork, fairness and positivity.
The students that attend the North East Flexible Learning Network have a number of influencing factors including but not limited to:
Long term disengagement from education. Low level Literacy and Numeracy skills. Low learning confidence. Low level personal and social skills. Diagnosed and undiagnosed disabilities. Mental Ill-health. Traumatic experiences in their past and/or present. Rural and remote student who need to travel a significant distance to attend school. Significant periods of home schooling. Out of home care. These factors have a significant impact on the way in which our students learn. Our school therefore has a flexible approach to teaching and a unique way of working with young people and their families/carers that does not align with mainstream education. If you are not truly passionate about working with disengaged youth and having the students at the centre of every decision that you make, our school and this job are not for you.
The school assesses against the Victorian Curriculum and offers VCE-VM and VPC options to our senior students. Every student has an Individual Education plan which is created and updated termly with the student, their families/carers, support teams and Learning Mentor.
The school's focus is on building strong, professional relationships with students to encourage confidence and a safe space for optimal learning to take place and for our young people to achieve their goals. Deep understandings and the ability to model appropriate boundaries when working with students, their families cares and other staff is essential.
The successful applicant must be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with staff and our vulnerable young people who may have experienced complex trauma. More information can be found at our website:
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.
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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
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 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 This position is based at Seymour Flexible Learning Centre Campus Conditions of Employment 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 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.
#J-18808-Ljbffr