Selection Criteria
Selection Criteria - Inclusion Leader
1. Demonstrated expertise in inclusive education and Disability Inclusion
Demonstrated knowledge and experience supporting students with disability and additional needs through reasonable adjustments, in line with the Disability Discrimination Act (1992), Disability Standards for Education (2005) and Victorian Department of Education policies.
2. Ability to lead and coordinate support for students requiring adjustments
Proven ability to identify, implement and review adjustments across learning, behaviour and wellbeing to improve engagement and learning outcomes for students with additional needs.
3. Experience facilitating Disability Inclusion Profiles and Student Support Groups (SSGs)
Demonstrated capacity to effectively prepare for and facilitate Disability Inclusion Profiles and SSGs, working collaboratively with families, school staff and external professionals.
4. Capacity to coach and build the capability of teachers and education support staff
Demonstrated ability to coach, mentor and support staff to implement consistent, evidence-based inclusive practices and support students with additional needs.
5. Experience supporting the development and implementation of Individual Education Plans (IEPs)
Proven ability to support staff to develop, implement and review high-quality, data-informed IEPs aligned with classroom practice and student needs.
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.
Range 2 classroom teachers will be expected to:
- 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:
https://www2.education.vic.gov.au/pal/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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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'; 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).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Location Profile
At Ashby, our school motto is 'Strive to Excel,' and we promote and live by the following behaviours through our school mascot T.E.R.R.I. ¿ Thinking, Enjoyment, Reflection, Resilience, and Inclusion. Our school vision is: 'At Ashby, we are an inclusive learning community. We embrace respectful relationships that foster wellbeing and academic growth for all. Our TERRI values are the foundation of the personal and social development of our school community.' Our school culture provides personal learning opportunities that focus on individual growth and development, with a strong commitment to continuous improvement in Literacy and Numeracy. Our school performance report data is exceptional, rating as 'High' the last 2 years across learning and wellbeing, on top of very pleasing NAPLAN results in both Grade 3 and 5. We offer quality learning programs across all curriculum areas, designed to cater to the diverse needs of our students. Visual Arts, Performing Arts, Physical Education, STEM and Indonesian programs are implemented with qualified teachers.
Alongside student growth, we are committed to continually growing our staff's capacity through rigorous professional learning opportunities, drawing from internal knowledge, current research, distributive leadership, and strong links with local schools in communities of practice. At Ashby, we pride ourselves on the strong relationships we maintain with parents and local businesses, as we believe these partnerships are key to the success of our students and our school. We have a large number of parent volunteers who assist with fundraising, fruit cutting, gardening, and other areas across the school.
We have a strong focus on building Professional Learning Communities (PLC) and are highly regarded as a PLC Link School within the Geelong Area. Our other key focuses include sustainability in the environment and incorporating these into weekly inquiry units. Our school community strives to develop a safe, caring, and inclusive environment where mutual respect and the pursuit of personal excellence form the basis of life-long learning.
At Ashby Primary School, we currently have an enrolment of 288 students, with 1 assistant principal, 1 learning specialist 2 days per week, 11 full-time teaching staff, 12 part-time teaching staff, 12 Education Support Staff, 1 Business Manager, and 1 Administration Support staff. We maintain a strong partnership between teachers, parents, students, and local community members, ensuring we provide an educational environment where students are equipped with the social, emotional, and academic skills necessary to become successful and valued members of society.