Classroom Teacher

Overview Wangaratta District Specialist School is a multi-mode specialist school catering for students with mild to severe intellectual and associated disabilities from five to eighteen years of age. We strive to provide a purposeful, comprehensive learning environment meeting the social, emotional and educational requirements of every student. More than 80 Teaching, Educational Support, wellbeing and Allied Health staff are committed to working with families, carers, specialists, relevant outside agencies and the local community to ensure students achieve their maximum potential and targeted educational outcomes. Enrolment continues to increase, with the 2025 school year beginning with 160 students enrolled. WDSS is located in the Rural City of Wangaratta and, as of the beginning of 2025, a second campus is located in the Rural City of Benalla. The school services the Benalla, Myrtleford, Ovens and King Valleys, Rutherglen, Wahgunyah and Wangaratta districts. Six buses transport students from within Wangaratta and the surrounding towns. The school’s philosophy is reflected in its motto, "Together We Will". This is based on the belief that children learn best in a cooperative environment that is happy, challenging, supportive and non-threatening. Strong and respectful relationships between all members of the school community are encouraged, as is active involvement and participation of students, staff, parents, caregivers, volunteers and the wider school community. This is reflected in the strong relationship the school has with all its stakeholders and the high regard in which the school is held in the wider community. Currently the Wangaratta campus is organised as a junior, middle and senior school, with 20 classrooms grouping students based on a variety of criteria, with a view towards helping students achieve short term goals as stepping stones towards a long-term post-school outcome. Class sizes vary from 5 to 12 students and are staffed according to the student need in each classroom. From Term 1, 2025, the Benalla campus will run with students aged 5–15 years, with the senior students accessing the VPC from the Wangaratta Campus. All students have an individual learning plan established in consultation with parents and relevant professionals. In the last three years of school the focus is on transition to adult programs, including work experience, participation in TAFE programs and increased responsibility around the school and community. 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 planning, preparation and teaching of programs 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, their 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. Range 2 Classroom Teacher 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 contribute to the development and implementation of school policies and priorities. A critical component of this work is to increase the knowledge base of staff within their school about student learning and high-quality instruction to help 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 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 Range 1 Classroom Teacher 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-curricular 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. 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. 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 (KOD) via marrung@education.vic.gov.au Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are 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 the department’s website. The department's values are Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on the department values is available at the department’s Human Resources page. All staff 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 at the department's Human Resources website. Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: - 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 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 standards of the Australian Institute for Teaching and School Leadership accreditation of initial teacher education programs in Australia. - 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. Applications close Applications close Tuesday 21 October 2025 at 11.59pm. #J-18808-Ljbffr