Classroom Teacher

Overview Hamlyn Views School is a Special Developmental School for students Foundation to Year 12 located in Hamlyn Heights, Geelong. It opened in 2018 and, as a Public Private Partnership School, will be maintained to a standard for 25 years. All students have a diagnosed moderate to severe intellectual disability, some with associated conditions, including a significant percentage on the autism spectrum. Our vision is to be an outstanding provider of inclusive education that promotes individuality, fosters innovation and sets high expectations for all whilst our school values align with our School‑Wide Positive Behaviour Support expectations – Learning, Safety and Respect. We wish our students to have the best learning opportunities, support and care to ensure they reach their full potential and become valued, contributing members of their community. To achieve this, our curriculum, assessment and pedagogical approaches are based on the latest evidence‑informed research. A multi‑disciplinary team of Allied Health and Wellbeing professionals is employed to provide the necessary expertise and support that promotes student access to the curriculum and the successful attainment of the Individual Education Plan goals. Through our commitment to Respectful Relationships, Safe Schools and zero tolerance for any form of child abuse, racism or discrimination, we aim to build a culture of respect for diversity, gender equality and safety. 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. A graduate or postgraduate qualification in special/inclusive education and/or disability is desirable. 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 programmes 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 Classroom teachers are classified into Range 1 and Range 2, each with differing responsibilities and expectations. Range 1 Classroom Teacher Primary focus on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. Undertakes planning, preparation and teaching of programmes to achieve specific student outcomes. Teaches a range of students/classes and is accountable for the effective delivery of their programmes. Participates in the development of school policies and programmes and assists in the implementation of school priorities. Focuses on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance from teachers at higher levels. Range 2 Classroom Teacher 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 have content knowledge and pedagogical practice to meet the diverse needs of all students, model exemplary classroom practice, mentor/coach other teachers, provide expert advice about content, processes and strategies, 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. 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. We value diversity in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neuro‑diversity. 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. It is our policy to provide reasonable adjustments for staff with disability. Child Safe Standards Victorian government schools are child safe environments. All staff are committed to protecting students from abuse or harm in accordance with 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. Information on the department values is available at Additional Information Candidates must address all Key Selection Criteria for the position in their written application. Responses to selection criteria should be limited to no more than one page per criterion. The name and contact details of three confidential referees should be included with the application, including mobile phone number and email address. A virtual school tour can be accessed on the school website. Further information about the role is available by contacting the principal. 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 will be provided. 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 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 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'; and 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). #J-18808-Ljbffr