Classroom Teacher - Special Education

Location: Melbourne | Southern Metropolitan Job type: Full time / From 28/01/2025 - 27/01/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1441424 Job posted: 10/10/2024 Closes: 23/10/2024 Occupation: Education and Training Classification: Classroom Teacher Job duration: From 28/01/2025 - 27/01/2027 Contact: Matthew Harris | 9580 0384 Reference: 1441424 Occupation: Education and Training Salary Range: Salary not specified Work location: Melbourne | Southern Metropolitan Location Profile Yarrabah School is a school for children with moderate to severe disabilities.
Yarrabah is located in the bayside suburb of Aspendale.
Yarrabah School caters for students from 2.8 to 18 years of age.
Yarrabah School believes that all students can learn and experience success.
Our education programs tailor to students learning needs using an individual education plan with great emphasis on developing the whole child.
Yarrabah maintain a strong focus on developing independence, social skills, life skills, personal skills and play skills.
Learning is delivered in line with the Victorian Curriculum with an emphasis on communication, literacy and numeracy, using an explicit instructional approach.
Students participate in additional programs to provide appropriate enrichment and engagement.
These include the Visual Arts, Performing Arts (music, dance and drama), Physical Education, Life Skills program, Travel Education program, Technology, PMP ¿ Perceptual Motor Performance program, Swimming, Bike Riding, structured Play Based Learning program and an extensive camping program.
Yarrabah draws on the REAL (Relationships, Explicitness, Ability and Learning for Life) framework.
This framework guides our practice and informs future professional learning (see website).
Yarrabah is a SWPBS (school wide positive behaviour support) school that implements PTR (Prevent Teach Reinforce), ALERT program and Team Teach (behaviour support and management approach).
Students are encouraged to participate in all programs to optimise the opportunities offered and become valued members within their local communities.
Yarrabah continues to place great emphasis on building positive meaningful relationships with our student, staff and parent community.
Yarrabah staff value a strong partnership of trust and encourage families into our school through participation in school council, student support groups, fetes, trivia nights, school dinners, international days, section picnics, parent morning teas, parent information events, school concerts and whole school assemblies.
The school is committed to child safety.
Students learn best when they are safe, happy and empowered.
The school develops behaviour support plans, escalation management plans and student safety management plans.
We support and respect all students, our staff and volunteers.
Yarrabah School is committed to our legal and moral obligations to contact authorities when we are concerned about the safety of a student.
Our policies, procedures and training support our leadership team, staff and volunteers to achieve these commitments.
School Purpose To maximise student potential by providing an individualised and safe learning environment that promotes active learning, encouraged adventure, independence and self-esteem.
To provide all students access to curriculum and therapeutic support in preparation for life as a valued member of the community.
Our values Yarrabah School values tolerance, respect, integrity and care & support.
As a result of our school¿s values, s taff are motivated, dedicated and constantly involved in developing their own professional knowledge and skills.
They are extremely caring towards the students and there is a very close working relationship between staff, students and parents.
This promotes stability and harmony within the school.
Selection Criteria KSC 1: Teaching & Learning Provide evidence of an ability to plan and deliver an appropriate program to students with intellectual disabilities.
KSC2: Teaching Practice Demonstrate an ability to actively engage students who have special needs, including sensory needs, in meaningful learning.
Evidence of successfully managing students with challenging and difficult behaviours using a Positive Behaviour Support framework.
KSC3: Assessment and reporting of student learning.
Ability to assess and report student progress.
To provide reports to parents which keep them regularly informed of their children¿s progress.
KSC4: Interaction with the school community Demonstrate high level communication and interpersonal skills when relating to students, parents and staff.
KSC5: Teamwork Demonstrate an ability to work as a team member within a dynamic educational environment.
KSC6: Professional requirements Demonstrate a commitment to ongoing professional growth, both on a personal level and school level.
Role * Abide by the teachers Professional Code of Conduct (VIT) ( and maintain VIT registration.
* Perform according to the professional duties and standards set out in the Performance and Development Guidelines and the Principles of Learning and Teaching (Po LT) * Conducting initial SSGs to establish ILPs (Individual Education Plans) followed by written reports, SSGs as requested by parents, followed by a final report and meeting with parents in Term 4.
* Direct teaching to the ability level of individual students in the group and according to their ILPs.
* Plan, prepare and deliver appropriate programs according to student goals, abilities and curriculum focus * Maintain a work program according to the requirements set out in the Staff Handbook * As a team leader direct the classroom assistant to tasks and learning activities required.
To keep the classroom assistant up to date with student needs and plans for daily activities.
* Provide adequate and appropriate resources for student learning via Professional Learning Community (PLC) or curriculum coordinators.
* Maintain a safe working environment * Develop and implement Student Wellbeing plans for students who require them * Participate in meetings e.g.
staff meetings, PLC/planning meetings camps and excursions.
* Are responsible for the health and wellbeing of all students in their care at all times * Fulfill extra roles and duties as nominated * Maintain regular contact with parents/carers via daily communication books, phone calls or personal contact.
* Work with and consult with the therapy team to achieve maximum outcomes for students in the classroom * Yard Duty * Other duties as requested by Leadership team.
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 who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply.
Preference will be given to applicants who have an approved special education qualification.
Graduate Teachers are welcome to apply.
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: 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: 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.
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.
Full time / From 28/01/2025 - 27/01/2027 Job classification: Classroom Teacher Contact: Matthew Harris | 9580 0384 To apply for this role, you will be redirected to the Schools (Government) job application system.
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