Department of Education Victoria – Horsham VIC
7 days ago, from Department of Education & Training Victoria
Overview
Horsham Special School was established in 1971, moving to its current site in 1985. It has a wide enrolment base, drawing from the local area to as far as the South Australian border including Nhill, Dimboola, Kaniva, Goroke, Edenhope and Serviceton.
Horsham Special School provides educational programmes for students aged 5‑18 years displaying mild, moderate and severe diagnoses associated with cognitive, physical, social, emotional, behavioural, sensory and multiple disabilities.
The school's overarching purpose is to encourage and enable all students, staff and the school community to achieve their full potential. The safe, caring and stimulating school environment focuses on our key values of Be Safe, Be Kind and Be Your Best.
The school's dedicated staff provides a highly individualised educational programme for each student. This is not confined to the classroom and physical building but extends into outdoor play spaces and indeed the local community in which we live.
The individual programmes are prepared and delivered by teachers, along with their assistants and are reviewed regularly to ensure student needs are being met.
Integral to the Horsham Special School Curriculum is the programming provided by specialist and therapy staff. The school offers focused support in Art, Physical Education, Music, Swimming & Welfare.
The physical environment compliments the programming, with a state‑of‑the‑art purpose‑built special school comprising a fully equipped commercial style kitchen, art/science workshop, auditorium style music room, sensory courtyard, classrooms and open learning spaces, kitchenettes and architecturally designed playgrounds.
The curriculum at Horsham Special School is both functional and practical, divided into the following focus areas: Functional Academics – Literacy and Numeracy; Personal & Social Development; and Communication.
Each student has an Individual Education Plan (IEP) developed for them; containing goals from each of these focus areas which make up their programme.
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; 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; 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; 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 programmes 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 programme 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.
* 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. Responsibilities include planning, preparation and teaching of programmes to achieve specific student outcomes.
* Teach a range of students/classes and are accountable for the effective delivery of their programmes.
* Operate under general direction within clear guidelines following established work practices and documented priorities; may have responsibility for the supervision and training of one or more student teachers.
* Participate in the development of school policies and programmes and assist in the implementation of school priorities.
* Focus on classroom management, subject content and teaching practice.
* New entrants receive structured support, mentoring and guidance from teachers at higher levels. They plan and teach student groups in one or more subjects and are expected to participate in induction programmes and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
* May also assist and participate in policy development, project teams and the organisation of co‑curricula 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 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.
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.
It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Applicants seeking part‑time employment are encouraged to apply for any teaching service position and, if 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.
Other Information
• Please ensure that 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 who are able to attest to the claims made in your application. 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.
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. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website.
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 2019, 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'.
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