Role
- Graduates
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 - Graduates
Core responsibilities include:
1. Planning and implementing a range of teaching programs or courses of study
2. Teaching an area of the curriculum or a general curriculum to a year level
3. Monitoring, evaluating and reporting student progress in key learning areas
4. Implementing strategies to achieve targets related to student learning outcomes
5. Maintaining records of class attendance and recording student progress
6. Implementing effective student management consistent with the school charter.
7. Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
8. Supervising a range of student activities including support and welfare programs
9. Contributing to a range of co-curricular programs
Who May Apply - Graduates
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
10. have completed their course requirements and graduated in the last 4 years, and
11. not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
12. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
13. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
14. A probationary period may apply during the first year of employment and induction and support programs provided.
15. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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 programs provided.
Eligibility for incentive payments:
16. The successful candidate must be a new employee to this school
17. The successful candidate is committing to a minimum of 1 year employment at this school
18. The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
19. The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Location Profile
Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future.
Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development.
Springvale Park is an information resource centre for the local community including local schools, sharing its expertise.
In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand.
MISSION STATEMENT
Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities.
Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist.
Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. There is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life.
THE PROFILE
There are approximately 190 school-aged students in 2022, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of years and years.
The Department of Education & Training (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads
Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through VELDF, the Victorian curriculum and the 16+ Independent Living Program.
These are enhanced by:
- Extensive swimming and camping programs.
- Duke of Edinburgh Program (Senior students)
- Therapy programs including: Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy.
- Multi Sensory Programs (Snoezelen and hydrotherapy)
- Recreation and Sporting programs which include: riding for the disabled, bowling, basketball
- Work Education and experiences for senior students
- Community access via the four school buses and Travel Training
- Attractive outdoor active and passive recreation areas including a sensory & edible garden.
- Expanding computer and technology resources.
These programs are implemented by a multi-disciplinary team which includes: -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist, language.