Full Time Special Education Teacher - Ascot Vale

Overview

Ascot Vale Heights School is a state government P‑12 special school that caters for students with mild intellectual disabilities. We are deeply passionate about preparing young people to reach their full potential and become active and engaged global learners. AVHS provides evidence‑based learning that maximises the independence of each person in an innovative, engaging and inclusive learning environment. It is located in the Travancore Estate of Ascot Vale.

The school offers excellent programs to promote the learning and independence skills of all students. Specialist classes include Physical Education, Music, Art, and the Stephanie Alexander Kitchen and Garden Program. Parents are welcome and encouraged to participate in their children's education; a number of information sessions and programs to support parents are held throughout the year.

Curriculum Expectations

• SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
• SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
• SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
• SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Role

The classroom teacher classification consists of two salary ranges – Range 1 and Range 2. The primary focus for a classroom teacher is on planning, preparing and teaching programs to achieve specific student outcomes. Teachers engage in critical reflection and inquiry to improve knowledge and skills, effectively engaging students and improving their learning.

As teachers gain experience, their contribution beyond the classroom expands. All classroom teachers may be required to undertake additional duties appropriate to their salary range, qualifications, training and experience.

Range 2

Range 2 classroom teachers play a significant role in improving student performance and educational outcomes determined by the school strategic plan and state‑wide priorities, and they contribute to the development and implementation of school policies and priorities.

Key responsibilities for Range 2 include:

• 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 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, enabling targets related to improving student learning outcomes to be achieved.

Range 1

Range 1 classroom teachers focus on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from higher‑level teachers, and on planning, preparing and teaching programs to achieve specific student outcomes.

Key responsibilities for Range 1 include:

• Teach a range of students or classes and are accountable for the effective delivery of their programs;
• Operate within general direction, clear guidelines, established work practices and documented priorities;
• May have responsibility for supervising and training one or more student teachers;
• Participate in the development of school policies and programs and assist in implementing school priorities;
• Focus on classroom management, subject content and teaching practice.

Responsibilities

• Direct teaching of groups of students and individual students;
• Contribute to the development, implementation and evaluation of curriculum areas or other curriculum programs within the school;
• Undertake classroom teaching‑related and organisational duties as determined by the School Principal;
• Participate in activities such as parent/teacher meetings, staff meetings, camps and excursions;
• Undertake other non‑teaching supervisory duties.

Eligibility

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 serve. 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. 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. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division.

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 legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at the department website.

Special Education Qualifications

Special Education qualifications desirable for this role.

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 will be provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at .

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 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).