Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Hume - Greater Shepparton
Reference: 1489106
Banmira Specialist School (Formerly Verney Road School)
Banmira Specialist School is a vibrant, inclusive learning community supporting over 265 students and 120 dedicated staff across two campuses. We cater to students aged 2.8 to 18 years, providing specialised education tailored to individual needs.
Opened in 2025, our Junior Campus features purpose-built classrooms aligned with our Instructional Model, along with a Community Hub housing a Sensory Room, Perceptual Motor Program space, Library, Art Room, and Parent/Wellbeing Hub. This campus supports approximately 100 students, including those in our Early Education Program.
Our Senior Campus, located on Verney Road, serves around 130 students and includes facilities such as a 'Mini Woolies' supermarket, gym, homecrafts/cooking space, and customised learning areas for secondary-aged students. This campus also hosts Banmira Care, our High-Intensity Out of School Hours Care (OSHC) program.
Our curriculum follows the Victorian Early Years Learning & Development Framework (VEYLDF) for Early Education and Early Primary, while most students engage with the Victorian Curriculum 2.0. Senior students (Years 10¿12) primarily undertake the Victorian Pathways Certificate (VPC). We believe that every child can learn, with a focus on maximising independence. Individual Education Plans (IEPs), developed in partnership with families, set personalised goals in English, Maths, Communication, and other priority areas identified through Student Support Group meetings.
Both campuses emphasise Independent Living Skills, preparing students for life beyond school. We also offer a range of Specialist Programs, including Music Therapy, Physical Education, and Art/Performing Arts at the Junior Campus, and Music, Physical Education, and Art at the Senior Campus.
We are incredibly proud of our extensive Allied Health, Wellbeing and Inclusion Teams, which incorporate a range of therapists and specialty trained staff to support with student¿s programming, provide additional therapeutic supports and enhance curriculum delivery.
Our diverse student population comes from Shepparton, Mooroopna, Numurkah, Murchison, Nathalia, Euroa, Violet Town, and Tatura, with transport available for eligible students.
Banmira Specialist School provides high-quality education for students with mild, moderate, or severe intellectual disabilities, many with additional diagnoses such as Autism Spectrum Disorder, ADHD, or Down Syndrome. Some students also present with sensory or physical impairments and complex behavioural needs.
Our mission is to foster positive behaviour, enhance communication, support emotional wellbeing, and develop independence in daily life and learning.
Our School Values:
¿¿ Be Safe ¿ We create environments that promote the wellbeing of every member of our school community.
¿¿ Be Respectful ¿ We value each individual¿s strengths and differences.
¿¿ Be a Learner ¿ We embrace challenges, learn from mistakes, and persist to achieve success.
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.
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.
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.
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
Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification
Applications should include:
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.