Intervention Teacher

Department of Education Victoria – Brandon Park NSW 8d ago, from Department of Education & Training Victoria Brandon Park Primary School stands as a dynamic centre of education, catering to a vibrant student body of 560 as of 2025. Celebrating its cultural richness, the school crew proudly embraces students from diverse backgrounds, representing over 40 nationalities. Across its 24 classes spanning Foundation to Year Six, it offers a holistic and comprehensive educational experience. Brandon Park Primary School places an unwavering emphasis on evidence‑based scientific research to deliver the highest calibre of teaching and learning experiences. The curriculum, renowned for its inclusivity and excellence, is firmly rooted in the principles of Explicit Direct Instruction, providing a strong foundation for every lesson. Additionally, the profound insights derived from the Science of Reading and Learning significantly inform and shape our approach to teaching literacy, ensuring a research‑backed and effective pedagogical method. At the heart of the school's ethos lie its core values – Teamwork, Respect, Effort and Kindness – crafted by its own students. These values permeate daily life and are expected to be embraced by every member of the community. Brandon Park Primary School places a paramount focus on student well‑being. The belief that a safe, valued, and respectful learning environment is essential for unlocking each student's full potential guides its approach. The school's commitment to leaving no child behind is exemplified through its dedicated Literacy and Numeracy intervention programmes. Selection Criteria SC1 Demonstrated understanding of the Response to Intervention (RTI) framework. Proven ability to implement a tiered approach to literacy support, using data‑driven decision making to identify, monitor, and respond to students’ needs. SC2 Knowledge and application of the Science of Learning and evidence‑based literacy instruction. Strong understanding of how students acquire foundational literacy skills, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. SC3 Proficiency in implementing Explicit Direct Instruction (EDI) strategies. Skilled in delivering structured, systematic, and scaffolded lessons that include clear learning intentions, modelling, guided practice, and independent application. SC4 Capacity to use assessment and data to inform instruction. Competence in analysing student progress and collaborating with classroom teachers and support staff to ensure continuity of learning. SC5 Commitment to collaborative practice and continuous professional learning. Proven ability to work collaboratively with colleagues, families, and specialist staff to support literacy development across all tiers of intervention. 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. Classroom Teacher – Range 2 Plays 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. Expected to increase the knowledge base of staff within their school about student learning and high‑quality instruction to assist their school to define quality teacher practice. Expected to: have the content knowledge and pedagogical practice to meet the diverse needs of all students, model exemplary classroom practice, mentor/coach other teachers, provide expert advice, supervise and train one or more student teachers, and 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 Primary focus on 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. Skilled teachers operating under general direction within clear guidelines, following established work practices and documented priorities, may have responsibility for the supervision and training of one or more student teachers. Participates in the development of school policies and programs and assists in the implementation of school priorities. Focus is on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance. Responsibilities Direct teaching of groups of students and individual students. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms—culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity 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. DE Values The department's employees commit to upholding the department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. These 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. 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching; and If the person completed an Australian postgraduate level initial teaching programme or course of study on or after 1 January 2024, they must demonstrate satisfactory completion of a postgraduate level accredited initial teacher education programme that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programmes in Australia: Standards and Procedures'. A person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 must also 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 ITE programme completed by the person). Recruitment Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr