Classroom Teacher/ Trainer Assessor

Location: Melbourne | Northern MetropolitanJob type: Full time / From 11/11/2024Organisation: Schools (Government)Salary: Salary not specifiedOccupation: Education and TrainingReference: 1444364Job posted: 22/10/2024Closes: 04/11/2024Classification: Classroom TeacherJob duration: From 11/11/2024Location Profile

This is an ongoing position for a Classroom Teacher/Trainer Assessor role working across Western Autistic School as a Range 2 Classroom Teacher and as a Trainer Assessor at the school's Autism Teaching Institute.
Successful candidates will work 0.6 FTE as a classroom teacher, and 0.4 FTE as a trainer assessor, however these arrangements can be discussed with the successful applicant and are subject to change.The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne.
We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3.At Western Autistic School, we envision a nurturing environment for our autistic students.
Through personalized support and collaborative teaching, we empower each child to thrive socially and academically.
Our community celebrates diversity and fosters a commitment to building a strong educational foundation for our students that encourages lifelong learning and achievement.Our school demonstrates commitment to the following values:Learning as an ongoing processSharing and growth of knowledgeAutism Teaching Institute (ATI) is a Registered Training Organisation governed by Western Autistic School Council.
It delivers Australia's first accredited vocational Autism-specific teacher training courses at post-graduate level.
The mission of the ATI is to work collaboratively alongside a network of skilled partners to deliver world-class professional learning experiences that bridge the gap between current research, lived experience and classroom practice.Selection Criteria

SC1

Demonstrated Relevant training and assessment competencies as determined by the AQTF Essential Conditions and Standards for RTOs.
High level understanding of initiatives in student learning including the Practice principles for excellence in teaching practice and Assessment of Student Achievement and Progress Toward Foundation to 10; Capacity to implement and evaluate learning and teaching programs for autistic students in accordance with the Victorian Curriculum and other validated specialist teaching practice options.SC2

Outstanding classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.SC3

Demonstrated ability to monitor and assess student wellbeing and learning data and to use this data to inform teaching for improved student learning.SC4

Demonstrated high level written and verbal communication skills and high-level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, allied professionals and the broader school community to focus on student learning, wellbeing and engagement.SC5

Demonstrated behaviours and attitudes consistent with Department of Education (DE) values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.SC6

The knowledge and skills necessary to deliver training and assessment in post graduate level autism teacher training delivery within the Vocational Education and Training sector.Role

Classroom TeacherRange 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 studentsModel 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 capacityProvide expert advice about the content, processes and strategies that will shape individual and school professional learningSupervise and train one or more student teachersAssist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.Trainer AssessorUndertake up to 80 practicum assessment days which may include overnight stays in regional areas of Victoria.Provide feedback using appropriate conversational protocols that support teachers to reflect on their teaching practice and encourage them to consider new teaching approaches.Assess and provide feedback on written assignments submitted by students.Assist with Saturday lecture days and facilitate training workshops on Saturday lecture days.Participate in development of the workshop program and reflection exercises following lectures and practicums.Prepare training/assessment documentation for individual ATI students consistent with training/assessment being undertaken.Participate in Course Validation and assessment moderation meetings, as well as RTO meetings.Apply all RTO policies and ATI procedures in assisting with ATI course delivery.Distribute, moderate and manage processing of selected written assignments for courses.Participate in the development and delivery of Professional Learning initiatives.Undertake other duties as required.Responsibilities

Classroom TeacherThe 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.Trainer AssessorPURPOSE OF POSITIONThe position specifically focuses on developing and delivering training and assessment strategies for the courses and programs within the Autism Teaching Institute's scope of delivery.
The position is responsible for maintaining and ensuring that all strategies and methodologies are compliant with the Australian Quality Training Framework (AQTF) Essential Conditions and Standards for registered training providers and/or Department of Education (DE)/ATI policies and procedures.REQUIREMENTS OF THE POSITIONThe position requires highly developed knowledge of teaching students with autism, and adult coaching and assessment skills, to facilitate ATI students, and short course participants, achieving their educational and vocational objectives.
The position is responsible for utilising appropriate recording procedures and processes to ensure the consistency of provision, equity and accuracy of quality training and assessment practices.
The position may also participate in internal and external audits relating to AQTF compliance and continuous improvement as required from time to time.The position requires the occupant to participate in external and RTO professional development programs in order to maintain currency of industry and vocational education and training knowledge and skills in their respective area of expertise.The position represents and maintains the organization's highest levels of professionalism and ethical conduct in all its activities and associations on behalf of the Western Autistic School.Who May Apply

Assessors must be fully qualified teachers, with full registration with the Victorian Institute of Teaching, a comprehensive current knowledge of autism and validated specialised autism interventions, and a minimum of two years' experience teaching autistic students.Qualifications/Experience:Appropriate industry or subject area knowledge and experience.High-level communication and interpersonal skills.A high standard of written work.Commitment to adult learning principles, collaborative and consultative work with others.A Driver's licence is essential.Qualifications requirement:Registration as a teacher with the Victorian Institute of Teaching.A minimum of two years' experience teaching autistic students.Candidates must hold or be willing to obtain one of the following qualifications once in the role:TAE40122 Certificate in Training and AssessmentAESS00011/TAESS00019 - Assessor Skill SetEEO 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.Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ****** 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:A written response to the Selection Criteria is mandatory.Up to three referees who can comment on your application in relation to the selection criteria.Applicant must have a drivers licence.Applicant must be prepared to travel to metropolitan and country schools.
Country stays are typically for a minimum of three nights.The role and responsibilities of the position encompasses that of a Classroom Teacher Range 2 level.This position is based at the Autism Teaching Institute.
However, the Trainer/Assessor may work across all present and future campuses of the RTO and schools in metropolitan Melbourne and/or regional Victoria.TAE40116 Certificate IV in Training and Assessment or AESS00011/TAESS00019 - Assessor Skill Set, or their successor is mandatory and must be obtained after appointment.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.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.To apply for this role, you will be redirected to the

Schools (Government)

job application system.

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