Classroom Teacher

Department of Education Victoria – Colac VIC 13d ago, from Department of Education & Training Victoria Teach at Lake Colac School ¿ Where Evidence-Based Practice Meets the Learning and Wellbeing Needs of All Students To see our staff and students in action, and why you should apply to work in our school, start by visiting our website at or organise a school visit with us now. Lake Colac School (LCS) is a dynamic and inclusive specialist school located in the regional town of Colac, serving students with diverse learning needs from Early Education through to the year they turn 18. We provide contemporary, research-based education and wellbeing programs for students across a broad catchment area that includes Colac and the surrounding coastal district. Our students have a diagnosis of intellectual disability¿ranging from mild to profound¿and many present with additional needs, which make them suitable for the tailored education that they receive from our expert staff. Every day, our staff make a tangible difference in the lives of these young people by creating supportive, structured, and joyful learning environments where every student can thrive. Our Approach to Teaching and Learning At Lake Colac School, teaching is grounded in the science of learning and evidence-based pedagogies. Our programs are designed using Cognitive Load Theory, Explicit Instruction, and whole‑school systems and supports to ensure that teaching is clear, purposeful, and accessible to every learner. We provide: Very small class sizes (from 5 up to 13 students) that enable meaningful connections and targeted teaching. Multiple teacher aides in each classroom, ensuring every student receives individualised support. Structured routines, visual supports, and explicit teaching that maximise engagement and learning efficiency. Collaborative Professional Learning Teams (PLTs) and Professional Learning Communities (PLCs) where staff share practice, analyse student progress, and continuously refine their craft. Supportive leadership, coaching, and mentoring by experienced leaders who understands what it takes to support staff to address the needs of each learner and to become a part of an established positive school culture Our teachers are lifelong learners who embrace reflection, collaboration, and innovation. You’ll be supported to implement best‑practice pedagogy, build deep professional expertise, and see the impact of your teaching every day. Curriculum and Stages of Learning Our Early Education Program (EEP) caters for children aged 2.8 to 4.8 years who present with developmental delays in two or more areas. Guided by the Victorian Early Years Learning and Development Framework (VEYLDF), this program develops foundational skills in communication, motor coordination, social‑emotional growth, and cognition through guided play and intentional teaching. Across the school, the Victorian Curriculum F10 (including Foundation Levels A–D) provides the basis for a highly differentiated, individualised learning experience. Each student has an Individual Learning Plan (ILP) that supports personalised goals, authentic assessment, and pathways for success. In the senior years, students participate in Enterprise Education, Work Experience, and the Victorian Pathways Certificate (VPC) that prepare them for life beyond school. A Supportive and Collaborative School Culture At Lake Colac School, staff wellbeing and professional growth are as important as student achievement. We believe that great teaching happens in an environment of trust, teamwork, and shared purpose. We value: A collaborative, caring staff culture where everyone supports each other. Strong partnerships with families and allied professionals to ensure the best outcomes for students. A commitment to Social and Emotional Learning (SEL), building student confidence, self‑regulation, and resilience. Ongoing professional development and coaching aligned with the Framework for Improving Student Outcomes (FISO) 2.0 and the Victorian Teaching and Learning Model (VTLM) 2.0. Our new, purpose‑built facility in Colac West (opened 2024) provides modern, accessible, and flexible learning spaces designed to meet the diverse needs of our students and staff. Join Our Team If you are a teacher who values evidence‑based practice, collaboration, and making a real difference, Lake Colac School offers an inspiring and rewarding environment to grow your career. You’ll work alongside passionate colleagues, supported by strong leadership, professional learning opportunities, and a community that truly values education. At Lake Colac School, you’ll have the time, structure, and support to do what you do best ¿ teach well, and change lives. Selection Criteria SC1 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. 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. 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. 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 for roles within the Department. 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. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au 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. 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: DE Values 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: Other Information 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 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 Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: 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 program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program 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 programs in Australia: Standards and Procedures’; a person who graduated from a Victorian Initial Teacher Education (ITE) program 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 program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr