Classroom Teacher Special Education (TFI 0139) (Classroom Teacher) - Urgent Position

We are hiring a capable Classroom Teacher Special Education (TFI 0139) (Classroom Teacher) to join our dynamic team at State Government Of Victoria, Australia in Shepparton Victoria
Growing your career as a Full Time Classroom Teacher Special Education (TFI 0139) (Classroom Teacher) is an amazing opportunity to develop relevant skills.
If you are strong in project management, planning and have the right initiative for the job, then apply for the position of Classroom Teacher Special Education (TFI 0139) (Classroom Teacher) at State Government Of Victoria, Australia today!

Classroom Teacher Special Education (TFI 0139) (Classroom Teacher) Job posted: 11/04/2024 Location: North East Region | Shepparton Job type: Full time / From 20/05/2024 - 19/05/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1410672 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 programs on student learning growth.  SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in 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. Demonstrated 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. Demonstrated 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 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. EEO AND OHS Commitment The Department of Education and Training 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. 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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx DE Values The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx 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. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments.  Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below. Payments and support on offer, subject to eligibility criteria: A commencement incentive payment ( pro-rata for positions less than full-time ) to the amount of: $25,000  (before-tax) if the position is for a school located within ` Inner Regional Australia (Vic.) ' , per  Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas , or $50,000  (before-tax) if the position is for a school located within ` Outer Regional Australia (Vic.) ' or ` Remote Australia (Vic.) ' , per  Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas . $10,000  (before-tax) annual retention payments ( pro-rata based on 1.0 FTE ), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones. Note : schools within the Local Government Areas of Greater Shepparton and Wodonga will be treated as ` Outer Regional Australia (Vic.) ¿ for the purpose of these conditions, for positions commencing 15 April 2024 or later. Eligibility for Targeted Financial Incentive (TFI) program payments: The successful candidate must be a new employee to this school. The successful candidate is committing to a minimum of 2 years of employment at this school. The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years: Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met. Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment : The successful candidate will also not at present ordinarily reside within ` Inner Regional Australia (Vic.) ' , per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas. For more information on  Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas  area classifications, or to review a particular school or residential address , refer to  ABS Maps , via Australian Bureau of Statistics (select filter ' 2021 Remoteness Area' ). To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person. Location Profile About Us Verney Road is a vibrant school of more than 230 students and 100 dedicated staff who work tirelessly to progress the whole child. The explicit teaching of Literacy and Numeracy are key priorities as are the development of independent living and learning skills. The Arts and Health & Physical Education are an integral part of the curriculum. Students attend VRS from 3 years of age in Early Education up to 18 years in VCAL (Victorian Certificate of Applied Learning). Our Vision Verney Road School in partnership with parents, carers and the community provides the best opportunity for all children to have a meaningful and worthwhile education. We optimise talents and abilities and enhance self esteem and prepare each individual for a purposeful pathway into adulthood.   Our Purpose Verney Road School is committed to providing an education for children and young people with a mild, moderate or severe intellectual disability from age 2.8 – 18 years. Many students have multiple diagnoses of disability. These may include Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder and Down Syndrome. Students can also present with sensory, physical impairment and challenging behaviours. We have a strong learning ethos with a belief ‘that all children can learn.’ Individualised Specific, Measurable, Achievable, Relevant and Timely, (SMART) goals and teaching strategies are developed with parents / carers using Individual Learning Plans, with high expectations for all learners. Our goal is the promotion of positive student behaviour, communication skills, emotional wellbeing and maximising independence in daily life and learning. Our Values Be Safe –  we are committed to the promotion of behaviours and creating environments that ensures the wellbeing of every member of the school community. Be Respectful –  we are committed to accepting each other as we are and valuing our strengths and differences. Be Responsible –  we are committed to supporting each other, for being accountable for our actions and encouraging all to achieve independence. Be a Learner –  we are committed to all members of our school community having a go at diverse learning opportunities and by reflecting on our mistakes and not giving up, we build success. 1036 jobs are currently listed for Schools (Government) Job type: Full time / From 20/05/2024 - 19/05/2026 #J-18808-Ljbffr

Benefits of working as a Classroom Teacher Special Education (TFI 0139) (Classroom Teacher) in Shepparton Victoria:

● Company offers great benefits
● Advancement opportunities
● Attractive package