Classroom Teacher

8 days ago, from Department of Education & Training Victoria
Skene Street Specialist School is a government, dual mode specialist school providing education to students with an intellectual disability. The school is in Stawell and sits on the traditional lands of the Djab Warrung and Jadawadjali people in regional Victoria, home of the Stawell Gift and situated at the foothills of the Grampians National Park (Gariwerd).
We enrol students with an intellectual disability between the ages of 5-18 years. Our school is wonderfully diverse, with a strong sense of pride and identity. Most students arrive at school by our DE self-managed bus service from Willaura in the south, Ararat, Stawell, and districts within the designated transport area (DTA).
The staffing profile of Skene St Specialist School includes the school Principal, 7 teachers, and 12 class-based Education Support (ES) staff.
The learning programs are based on the Victorian Curriculum Levels A-D, F-10 and are differentiated to meet individual student needs.
Each student has an Individual Education Plan (IEP) that highlights skill acquisition tasks that are designed to be worthwhile, challenging, and achievable. Specialist programs include Work Futures, Riding for the Disabled, Community Access, Developmental Learning Skills, Swimming, Choir, and Physiotherapy.
Selection Criteria KSC 1: Demonstrated knowledge and capacity to deliver relevant curriculum, engagement, and well-being practice in a special education setting. KSC 2: Demonstrated ability to monitor and assess student learning in relation to a special setting, utilising the Victorian Curriculum and using this data to inform curriculum programs and teaching for improved individual student learning. KSC 3: Demonstrated high-level written and verbal communication skills and high-level interpersonal skills including a capacity to develop constructive relationships with students, colleagues, parents, and the broader school community. KSC 4: Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise, and teaching capacity. KSC 5: Capacity to contribute to a positive school culture that cares for your own professional well-being and performance and supports the social and personal development of your students. 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 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 in defining 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. 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 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-curricular 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******.
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: Child Safe Standards Policy .
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: Department Values Overview .
Other Information Time Fraction can be negotiated. Please discuss at Interview.
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 Human Resources Website . 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.
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