Sale VIC – Department of Education Victoria
Sale & District Specialist School is a new, purpose-built school with attractive secure grounds, well-equipped teaching and learning spaces, state-of-the-art facilities and a staff team committed to ensuring each student has the opportunity to succeed in all areas of their school life.
The new school opened at the start of the school year, consolidating three campuses onto one site.
The school is a specialist school with teachers and ancillary staff catering for the needs of students with an intellectual disability and many additional needs.
Students are aged from 4 years 8 months to 18 years.
Students may be enrolled fulltime or on a dual enrolment basis with a mainstream school.
Students travel from within the Wellington Shire and there is some access to transport provided by the Department of Education & Training.
Dedicated teachers provide excellent learning opportunities for all students through quality programs based on outstanding teaching and learning practices.
The school follows the Victorian Curriculum, making full use of ABLEs resources and the Towards Foundation Curriculum, and also offers Victorian Pathways – Foundation Certificate.
Individual Education Plans are developed in consultation with parents / carers and allied professionals.
Plans are designed and implemented to meet the needs of and challenge individual students while building on their abilities.
Programs are developed in conjunction with the allied health staff and implemented by all staff across the school.
Communication programs aim to further develop the functional communication, language and literacy skills of all students.
Assisted Augmentative Communication techniques and tools are utilised to give non-verbal students the opportunity to make choices, communicate their wants and needs, and interact with others.
The school has an open-door policy and welcomes parents and volunteers into the classrooms and values their assistance in a variety of school-based and community programs.
With a committed staff, small class groupings and a network of enthusiastic volunteers we are able to offer students a wide variety of enrichment programs.
Selection Criteria
* SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills and 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, 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 and 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, and experience in reflecting upon practice and engaging in professional learning to continually improve teaching quality.
* SC6 Demonstrated commitment to special education and an understanding of intellectual disability and its implications for teaching and learning.
Role
The classroom teacher classification comprises two salary ranges – range 1 and range 2.
The primary focus of the classroom teacher is on 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.
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, contribute to the development and implementation of school policies and priorities, and support staff to expand their capacity to provide high-quality instruction.
* Have the content knowledge and pedagogical practice to meet the diverse needs of all students.
* Model exemplary classroom practice and mentor / coach other teachers to engage in critical reflection and 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
Range 1 classroom teachers participate in the development of school policies and programs, assist in implementation of school priorities, and focus 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 plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that ensure 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 organization of co‑curricular activities.
Responsibilities
* 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.
Preference will be given to applicants who have an approved special education qualification.
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 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
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if successful, 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 : Child Safe Standards Policy.
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 : Department Values Overview.
Other Information
School visits are available by appointment.
Please ensure 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 section.
Names and contact numbers (telephone and email if possible) of two referees.
Please 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 setting.
An 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 setting.
Other 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.
Fixed‑term employment for a period not exceeding 5 years where the successful applicant is not an ongoing employee.
Our school encourages and assists all teaching staff to attain a special education degree that will enable them to achieve ongoing employment in a special education setting.
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, 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 ITE program after 1 July 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.
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