Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Barwon South West - Greater Geelong
Reference: 1489286
Hamlyn Views School is a Special Developmental School for students Foundation to Year 12 located in Hamlyn Heights, Geelong. It opened in 2018 and as a Public Private Partnership School will be maintained to a standard for 25 years. All students have a diagnosed moderate to severe intellectual disability, some with associated conditions, including a significant percentage on the autism spectrum.
Our vision is to be an outstanding provider of inclusive education that promotes individuality, fosters innovation and sets high expectations for all whilst our school values align with our School-Wide Positive Behaviour Support expectations - Learning, Safety and Respect. Our motto Facing the Future depicts our desire to create effective partnerships with all community members to support improved learning, wellbeing and post-school pathways for our students.
We want our students to have the best learning opportunities, support and care to ensure they reach their full potential and become valued, contributing members of their community. To achieve this our curriculum, assessment and pedagogical approaches are based on the latest evidence-informed research.
A multi-disciplinary team of Allied Health and Wellbeing professionals are employed to provide the necessary expertise and support that promotes student access to the curriculum and the successful attainment of the Individual Education Plan goals.
Through our commitment to Respectful Relationships, Safe Schools and zero tolerance for any form of child abuse, racism or discrimination, we aim to build a culture of respect for diversity, gender equality and safety.
We are seeking a highly motivated and capable Classroom Teacher keen to be part of our professional and collaborative learning community, committed to excellence and equity for all, and eager to be part of the exciting educational journey of a growing school.
SC1 A demonstrated commitment to special education and an understanding of intellectual disability and the implications for teaching and learning
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 high level written and verbal communication skills including the capacity to establish and maintain collaborative relationships with parents, colleagues and the broader school community.
SC4 Demonstrated experience in monitoring and assessing student learning. This includes using data to inform teaching practice and providing feedback on student learning.
SC5 Demonstrated ability to support the social and personal development of students and an understanding and commitment to Positive Behaviour Support.
SC6 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.
Abide by the teachers Professional Code of Conduct (VIT) (www.vit.vic.edu.au) and maintain VIT registration.
* Perform according to the professional duties and standards set out in the Performance and Development Guidelines and the Principles of Learning and Teaching (PoLT)
* Conducting termly SSGs to establish ILPs (Individual Education Plans) followed by written semester reports.
* Direct teaching to the ability level of individual students in the group and according to their ILPs.
* Plan, prepare and deliver appropriate programs according to student goals, abilities and curriculum focus
* Maintain a work program according to the requirements set out in the Staff Handbook
* As a team leader direct the classroom assistant to tasks and learning activities required. To keep the classroom assistant up to date with student needs and plans for daily activities.
* Provide adequate and appropriate resources for student learning via Professional Learning Community (PLC) or curriculum coordinators.
* Maintain a safe working environment
* Develop and implement Student Positive Behaviour Support plans for students who require them.
* Participate in meetings e.g. staff meetings, PLC/planning meetings camps and excursions.
* Are responsible for the health and wellbeing of all students in their care at all times
* Fulfill extra roles and duties as nominated
* Maintain regular contact with parents/carers via online learning platforms, phone calls or personal contact.
* Work with and consult with the therapy team to achieve maximum outcomes for students in the classroom
* Yard Duty
The role of classroom teacher may include but is not limited to:
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.
A graduate or postgraduate qualification in special/inclusive education and/or disability is desirable.
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 [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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.