Learning - teacher teacher

Job Description

Location: North East Region | Shepparton

Job type: Full time / From 17/06/2024 - 09/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1415924

Selection Criteria

SC1 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.

SC2 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.

SC3 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

Key Areas of Accountability:

• Supporting young people through the development of strong relationships that keep students connected to school and promote positive student behaviours.
• Developing and delivering real and meaningful HoL practical projects.
• Maintaining appropriate records and collecting evidence to document student progress.
• Implementing the key elements of the HoL methodology to ensure the consistent delivery of a quality program.
• Building business and community connections to foster local community project opportunities.

Desirable Qualifications, Knowledge or Experience

• Experience and/or qualifications relevant to working with school students in a school setting and/or
• A sub-major study in a trade specialist area; or
• Industry or Vocational Education and Training (VET) qualifications equivalent to Certificate IV or higher in the specialist area; or
• Certificate of proficiency in a relevant trade area; or
• Completion of an accredited ‘Course in safe use of Machinery for Technology Teaching’ (woodwork and metal work

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 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 Workplace adjustment guidelines).

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: 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 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

Other Information

ROLE PURPOSE

Hands on Learning is an innovative school-based wellbeing program that uses a variety of practical projects to engage students in their education and with their school and community. The program increases attendance and student achievement by building personal and social skills, fostering social and emotional learning and supporting the different ways young people learn.

Working with ten students per day, artisan-teachers support students to complete significant, yet basic, building, landscaping, public art, food preparation and team building activities. Established in Frankston, Victoria in 1999, HoL is currently operating in over 130 primary and secondary schools in Victoria, New South Wales, Queensland, and Tasmania.

HoL supports student across Years 5-10, and has been shown to significantly increase confidence, attendance, and retention of students. Participating students spend a day each week as part of a HoL team where they participate in real and meaningful creative projects that benefit the school and local community.

The program is long term and delivered in a cross-age supportive environment where role modeling, positive feedback and mentoring are found to be highly effective. As an in-school program, students remain connected with their academic-based curriculum the remaining four days of the week.

Schools running HoL are supported by Save the Children’s School Support team, who provide training and ongoing support to HoL artisan-teachers. The HoL artisan-teacher must have strong interpersonal skills to foster belonging and connectedness and a learning environment that considers the individual needs of students.

The HoL artisan-teacher role also requires competency using Microsoft Excel for maintaining records and to be able to work effectively as part of a team to support the management of student behaviour. This role requires the artisan-teachers to liaise with school support services such as the wellbeing team to support students to build social skills and positive behaviours.

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

VIT LANTITE

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

Echuca Twin Rivers Specialist School is seeking applicants who display an understanding of the learning and teaching of students with special needs and who are committed to their profession.

Echuca Twin Rivers Specialist School is a rapidly expanding school, providing education for children ages 5-18 years with intellectual and associated disabilities. The school enrolment is approximately 115 students. We follow Victorian Curriculum using ABLES to assist assessment. The curriculum is based on individual needs and abilities and designed to be motivating, challenging and flexible with a significant focus on life skills and personal development.

The school successfully met all standards for Professional Development Culture and was accredited in 2008. Our 2023 - 2026 Strategic Plan has a student learning focus on Literacy, Numeracy and excellence in Education. The major emphasis is on literacy with a focus on reading, developing oral language and social skills. We believe that all our students need to be given a voice and the staff are dedicated to making the most of the school resources to achieve this goal.

Our Strategic Plan has a major teaching and learning focus on Literacy, Numeracy and Communication. All students work with iPads to strengthen literacy and numeracy skills. We offer a significant P.E.C.S program to build communication skills across different areas of the school.

The school has a strong wellbeing culture. In 2016 the school launched The Koorie Inclusive School Wide Positive Behaviour Support (KI SWPBS) program This evidence based approach supports positive school culture by creating safe, inclusive learning environments defined by proactive whole school systems to define, teach and support appropriate student behaviours.

Inclusion is of vital importance to our Community and links with mainstream schools and local sporting clubs are facilitated through community partnerships. The school promotes inclusion of all cultures, religion and gender identities and where local history, heritage and the values of the nation’s first people can be explored and celebrated. Inclusion is promoted in our community and links with mainstream.

Family connections are vital and their continued support is greatly valued. Student wellbeing is a high priority and contact with most families on a daily basis provides holistic support not only to students but to caregivers. Our families come from a diverse background spread over a large geographical area.

Many of our students have high paramedical needs. Access to physiotherapy, occupational therapy, speech therapy and psychologist services is provided as required. Specialised therapy and augmented communication equipment is available to support these programmes.

The school prides itself on having an open and welcoming environment that encourages parent and community participation. Links with the community are encouraged. The school plays host to students on work experience, or community service programmes as well as providing onsite training for staff from local mainstream schools. We recognise and appreciate the challenging nature of the job and are proud of the professional commitment of all our staff.

Our school offers:

• Excellence in Education - High quality teaching tailored to the individual
• A curriculum designed to allow students to develop to their full potential.
• Highly trained and dedicated staff, highly respected by the greater community.
• A safe and supportive environment catering for all physical, emotional and intellectual needs.
• A strong emphasis on assisting the students to develop interpersonal skills readying them for life beyond school.
• A strong student wellbeing culture, where each child’s needs are of top priority.
• An outstanding team approach to teaching and managing the students.
• Strong partnerships with parents, local disability services and the broader community.