Teacher Grad Recruit Program - Special Education

Teacher Grad Recruit Program - Special Education Job posted: 15/11/2024 Location: Melbourne | Southern Metropolitan Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1452072 Job posted: 15/11/2024 Closes: 28/11/2024 Occupation: Education and Training Classification: Graduate Teacher Program Job duration: From 28/01/2025 Contact: Matthew Harris | 95800384 Reference: 1452072 Occupation: Education and Training Salary Range: Salary not specified Work location: Melbourne | Southern Metropolitan Location Profile Yarrabah School is a school for children with moderate to severe disabilities. Yarrabah is located in the bayside suburb of Aspendale. Yarrabah School caters for students from 2.8 to 18 years of age. Yarrabah School believes that all students can learn and experience success. Our education programs tailor to students learning needs using an individual education plan with great emphasis on developing the whole child. Yarrabah maintain a strong focus on developing independence, social skills, life skills, personal skills and play skills. Learning is delivered in line with the Victorian Curriculum with an emphasis on communication, literacy and numeracy, using an explicit instructional approach. Students participate in additional programs to provide appropriate enrichment and engagement. These include the Visual Arts, Performing Arts (music, dance and drama), Physical Education, Life Skills program, Travel Education program, Technology, PMP ¿ Perceptual Motor Performance program, Swimming, Bike Riding, structured Play Based Learning program and an extensive camping program. Yarrabah draws on the REAL (Relationships, Explicitness, Ability and Learning for Life) framework. This framework guides our practice and informs future professional learning (see website). Yarrabah is a SWPBS (school wide positive behaviour support) school that implements PTR (Prevent Teach Reinforce), ALERT program and Team Teach (behaviour support and management approach). Students are encouraged to participate in all programs to optimise the opportunities offered and become valued members within their local communities. Yarrabah continues to place great emphasis on building positive meaningful relationships with our student, staff and parent community. Yarrabah staff value a strong partnership of trust and encourage families into our school through participation in school council, student support groups, fetes, trivia nights, school dinners, international days, section picnics, parent morning teas, parent information events, school concerts and whole school assemblies. The school is committed to child safety. Students learn best when they are safe, happy and empowered. The school develops behaviour support plans, escalation management plans and student safety management plans. We support and respect all students, our staff and volunteers. Yarrabah School is committed to our legal and moral obligations to contact authorities when we are concerned about the safety of a student. Our policies, procedures and training support our leadership team, staff and volunteers to achieve these commitments. School Purpose To maximise student potential by providing an individualised and safe learning environment that promotes active learning, encouraged adventure, independence and self-esteem. To provide all students access to curriculum and therapeutic support in preparation for life as a valued member of the community. Our values Yarrabah School values tolerance, respect, integrity and care & support. As a result of our school¿s values, s taff are motivated, dedicated and constantly involved in developing their own professional knowledge and skills. They are extremely caring towards the students and there is a very close working relationship between staff, students and parents. This promotes stability and harmony within the school. Selection Criteria - Graduates SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs. SC2 Demonstrated capacity to 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 capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. Program Benefits - Graduates This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment 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:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• 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:

• Supervising a range of student activities including support and welfare programs
• 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:

• have completed their course requirements and graduated in the last 4 years, and
• 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 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. 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 ). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via 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 employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

• 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.

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:

• The successful candidate is committing to a minimum of 1 year employment at this school
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

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. To apply for this role, you will be redirected to the Schools (Government) job application system. #J-18808-Ljbffr