Specialist School Classroom Teacher

Warragul and District Specialist School is situated in the regional town of Warragul in West Gippsland, an hour and a half east of Melbourne.
The school commenced the 2024 year with approximately 125 students aged between 5 and 18 years.
All students at the school have an intellectual disability with a large percentage having multiple disabilities including Autism, sensory and physical impairments and associated conditions.
Students travel to the school from a broad geographic area, including Drouin, Neerim District, Yannathan/Poowong, and Trafalgar.
At Warragul and District Specialist School we believe that all students can and will learn and grow in self-esteem, through fostering a climate of care, dignity and respect, using deliberate positive reinforcement, and recognition of achievement.
The school promotes a curriculum that develops skills that its graduates will utilize as adults.
We believe that graduates should be actively involved in work/further education, participate in managing their own homes, and are active participants in their own local community.
The whole school commitment to build teacher capacity and improve student learning outcomes is reflected in the key improvement strategies in the school's Strategic Plan which are:
To maximise student learning growth.To improve student voice and agency.To improve the personal and social responsibilities of students.In 2018 the school reviewed its values in line with the School Wide Positive Behavior Supports initiative.
All components of the school community were consulted, coming up with three values.
The school's School Wide Positive Behaviour Support Values are:
·Be a Learner
These values are strongly embedded into the school community and provide a framework from which the school community monitors expectations and norms across school programs, activities, and events.
Our school currently has achieved a Schoolwide Positive Behaviour Supports (SW-PBS) bronze award status.
At Warragul & District Specialist School we believe in the principles behind our school motto, "Celebrating Difference".
Acknowledging and celebrating individual difference in all students and members of the school community.
Selection CriteriaSC1 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.
RoleThe 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 2Range 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 1The 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-curricular activities.
ResponsibilitiesThe 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 ApplyTeachers 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 CommitmentApplicants 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 StandardsVictorian 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:
School visits are available by appointment.Address: 55 Burke St (PO BOX 959) WARRAGUL VIC 3820Phone: EMAIL: Please ensure that your application includes:
a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)a section addressing the selection criteria and the requirements for application under the Who May Apply sectionnames and contact numbers (telephone and email if possible) of two refereesPlease note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.
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 settingan 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 settingOther 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, orfixed term employment for a period not exceeding 5 years where the successful applicant is not an ongoing employee.VIT LANTITETo 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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