Role
Flexible Learning Program Teacher (Years 5-12)
We are seeking a highly skilled, compassionate, collaborative and innovative Flexible Learning Program Teacher to lead and deliver an engaging program for students from Years 5-12 who require alternative pathways to engage with their educational journey.
This role is suited to a passionate educator with a strong commitment to inclusive education, who can co‐design and implement differentiated, student‐centred learning programs that promote engagement, wellbeing, and learning. The successful applicant will foster a safe, supportive, and respectful environment that prioritises relationship‐building and meets the diverse academic, social, and emotional needs of students.
Key responsibilities include:
* Designing and delivering a flexible, differentiated learning program tailored to individual student needs across Years 5–12
* Supporting students to engage with learning, build confidence, and develop positive learning behaviours
* Creating a safe, inclusive, and trauma‐informed learning environment
* Developing Individual Learning Plans (ILPs) in collaboration with students, families, and relevant professionals
* Monitoring student progress and maintaining accurate records of engagement and achievement
* Working collaboratively with teaching staff, wellbeing teams, external agencies, and families to support student outcomes
* Facilitating pathways for students to transition successfully back into mainstream classes or alternative settings
The ideal candidate will:
* Demonstrate experience working with students at risk, disengaged learners, or those requiring additional behavioural or wellbeing support
* Have strong knowledge of differentiated instruction, trauma‐informed practice, and inclusive education strategies
* Exhibit excellent interpersonal skills and the ability to build strong, supportive relationships with students and stakeholders
* Be flexible, patient, and resilient, with a proactive approach to problem‐solving
* Show a deep commitment to student wellbeing, engagement, and equity in education
Your location will be at Yarrawonga College, a rural township in Victoria, providing a supportive community environment for educators and students.
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.
Qualification Requirements
* The person must have provisional or full registration approved by the Victorian Institute of Teaching;
* 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).
Applications close Thursday 4 June 2026 at 11.59pm
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