Classroom Teacher Part Time

Location: Melbourne | Southern Metropolitan
Job type: Part time / From 15/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1420458
Job posted: 13/06/2024
Closes: 26/06/2024
Occupation: Education and Training
Classification: Classroom Teacher
Job duration: From 15/07/2024
Reference: 1420458
Occupation: Education and Training
Salary Range: Salary not specified
Work location: Melbourne | Southern Metropolitan
Selection Criteria ***Experience in teaching students with autism will be favourable *** We encourage teachers from Primary and Secondary schools to apply!
We are offering an exceptional opportunity for experienced and dedicated special education teachers to join our dynamic team in the development of state-of-the-art specialist educational services. Our Team Around The Learner approach is enabled through a transdisciplinary approach to onsite learning, parent and community supports, and practical advice for our local network of schools. SC 1 Demonstrated capacity to employ the Victorian Curriculum and ABLES to develop appropriate ILPs and implement effective teaching strategies that meet students with significant intellectual disability, autism and/or challenging behaviours at their point of learning.
SC 2 Demonstrated capacity to: manage the classroom, work collaboratively with others; accept and act on feedback; engage in continual professional learning for self and others.
SC 3 Demonstrated ability to: collect and use data to better understand student growth and identify opportunities for improved outcomes; evaluate impact on learning growth; effectively implement behaviour management programs and plans; provide feedback on student learning growth and achievement to students and their parents/carers.
SC 4 Demonstrated skills in: written and verbal communication; positive and effective relationships with students, parents/carers, other staff and the broader school community; modelling and explicitly teaching the school values;
SC 5 Evidence of achievements and activities that promote diversity-inclusive practices in areas such as student voice, high expectations of all learners and collaboration.
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.
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 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 The Department of Education and Training 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 available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information ****Where an ongoing teaching position in a special school is advertised:
an ongoing teacher who does not hold an approved special education qualification may be offered permanent transfer to the school if the teacher has completed 3 or more years continuous employment in the teaching service in a special setting and is assessed by the principal as suitable for ongoing employment in a special setting. an external applicant, including an existing fixed term employee, who does not hold an approved special education qualification, but who holds provisional or full registration with the Victorian Institute of Teaching, may be offered ongoing employment if the teacher has completed 3 or more years of continuous employment as a teacher in the teaching service in a special setting and is assessed by the principal as suitable for ongoing employment in a special setting. Other than set out above, a teacher who does not have an approved special education qualification can only be offered:
temporary transfer for a period not exceeding 3 years where the successful applicant is an ongoing employee, or fixed term employment for a period not exceeding 5 years where the successful applicant is not an ongoing employee. 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx 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.
Location Profile Endeavour Hills Specialist School provides highly individualized programs of learning for students aged 5 to 18 with disability and high needs who have a diagnosis of autism spectrum disorder with a language disorder and/or an intellectual disability. 
School participation maximizes life opportunities for children and young people by providing them with a comprehensive learning program and access to support networks. It also helps to develop important skills, knowledge and values that set them up for further learning and active participation in their local community. 
VISION:  The vision of the Endeavour Hills Specialist School community is to inspire students to achieve their personal best and become active and independent members of their community.
MISSION:  Our mission is to provide a blended curriculum of academic learning, high-interest programs and therapeutic supports within a positive behaviours framework that will cater for each student at their point of need and encourage personal growth, independent learning, and sound social-emotional behaviours. 
OBJECTIVE:  Endeavour Hills Specialist School's objective is to produce lifelong learners who are aware of their skills and strengths and have a positive attitude to challenges and opportunities.
VALUES:  We have one value - BE KIND: BE KIND  to yourself
BE KIND  to others
BE KIND  to the environment
We enact this value in our everyday actions and interactions - it is highly visible, explicitly taught, continuously modelled and regularly celebrated.
Our values form the foundation of our School-Wide Positive Behaviour Supports framework and reflect the school community's intention to empower students to be the best person they can be. Students discuss, agree and enact ways in which the values can be applied in all aspects of the school community.
Our staff work in transdisciplinary teams comprising teaching staff, allied health practitioners and education support staff to cater for the diverse range of student abilities and needs. This approach respects professional knowledge and expertise, while also providing the opportunity for staff to learn from one another.
Endeavour Hills Specialist School places the child at the centre of all decisions regarding learning and teaching. We hold high expectations for and of the learning community. Diverse learning needs are accommodated with differentiated learning and the application of a wide range of teaching strategies and learning technologies.

Relationships are fundamental to ensuring positive engagement and collaboration across the school community. Endeavour Hills Specialist School staff explicitly teach, model and demonstrate school and DET values in all their dealings with students, parents/carers, staff and the broader community.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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