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Classroom Teacher - Special Education

Yarra Me School
  • Full-Time, Fixed Term
  • Hours: 38.00
  • Begin Date: 12/07/2021
  • End Date: 10/01/2022

Yarra Me School is a Department of Education and Training school specifically catering to 'at-risk students' with significant social, emotional and behavioural challenges. Yarra Me School delivers specialised and personalised therapeutic programs as a top tier of the School Wide Positive Behaviour Framework.

Yarra Me School delivers a range of intake programs and outreach programs. The Junior Program caters for students in Years One to Three, and the Senior Program caters for students in Years Four to Six. Both programs provide are a short term intervention for students who are exhibiting significant behavioural difficulties in their main schools.

Referrals to these programs are accepted from primary schools located in the metropolitan area of the North Western Victoria Region. These programs operate from our main campus in Preston. The education program at the Hurstbridge Farm is provided within the DHHS setting. Referrals to this program are only made by DHHS.

Yarra Me School Outreach programs have been developed to assist schools in developing the capacity of school staff to better understand and support the needs of students with social, emotional and behavioural difficulties. Yarra Me School teachers work in collaboration with referring schools in a mentoring role to develop a broader range of strategies to support students in presenting with challenging behaviours.

Please see www.yarrame.vic.edu.au for detailed description of the programs and the referral process.

SELECTION CRITERIA

Essential 

  • Demonstrated knowledge of the Victorian Curriculum, as it relates to students referred to Yarra Me School, including the ability to implement and evaluate intervention programs for students with complex needs. Demonstrated high level understanding of initiatives in Supporting Students with Additional Needs.
  • Outstanding classroom teaching skills and the capacity to mentor and coach colleagues to continually improve teaching and learning.
  • Demonstrated experience to monitor and assess student behaviour and learning data, and to use this data to develop quality functional behaviour and personalised learning plans.
  • 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.
  • Demonstrated strong commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity including providing high level professional assistance to build the capacity of other teachers and the school community.
  • Demonstrated knowledge and understanding of positive behaviour interventions, and an ability to intervene effectively with students who have significant social, emotional and behavioural needs.
  • Demonstrate high level team teaching skills.

ROLE

The Classroom teacher plays 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.

The Classroom Teacher 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
  • Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

RESPONSIBILITIES

In recognition of the importance of exemplary practice and experience in special education, the key roles of this position may include but are not limited to:

  • Demonstrating high-level expertise and knowledge in evidence based teaching and learning interventions in the area of social/emotional, behaviour and autism 
  • Demonstrated experience in team teaching and collaborative planning
  • Highly developed communication and report writing skills
  • Working with school leadership teams to develop a shared view of highly effective teacher practice
  • Provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
  • Providing evidence-based feedback to school staff to inform their effectiveness and development
  • Providing expert advice about the context, processes and strategies that will shape Personalised Learning and Functional Behaviour Plans

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.
  • Current Victorian Drivers Licence is essential.

EEO AND OHS COMMITMENT

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 here.

DET VALUES

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available here.

Contact Nance Sidoti for queries on 0417 117 168.

How to apply

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