Location Profile

Yarra Me School is a vibrant and dynamic Victorian Department of Education specialist school focused on building the social and emotional capability and wellbeing of our students so they are better equipped to engage in learning at their mainstream schools. With the main campus located in Preston and another in Hurstbridge, Yarra Me School provides services to state primary schools in the North East Metropolitan and Hume Merri-bek areas within the North Western Victoria Region.

Yarra Me School staff are typically characterised by open-mindedness and adaptability, who collaborate to ensure the child experiences personalised support. Central to all Yarra Me School programs are the 3Ps: Personalisation, Pedagogy, and Partnerships. Learner success is achieved by building student capability whilst developing the Team Around the Learner. Typically, Yarra Me School learners experience significant social, emotional, behavioural, and learning challenges. Learners, families, parents, caregivers, teachers, allied health professionals, and others work together as a team, coordinating a plan to meet the needs of the learner, and supporting them to continue to engage in, or re-engage in, education and learning. Yarra Me School refers to this approach as the `Team Around the Learner¿ through which:

 - the learner and family are at the centre

 - learners experience a coordinated and seamless service

-  there is both an education and a social and emotional learning focus

-  learning, development, and wellbeing outcomes are personalised for a student as a whole person.

All Yarra Me School programs offer a time limited service for each learner. Yarra Me School conducts an Intake Program (classroom-based), which currently caters to students in the primary Years in a short-term intervention for students exhibiting significant disengagement from learning at tier 3 level; the Positive Partnerships outreach coaching service for tier 2 & 3 level of intervention; Hurstbridge Farm program (classroom-based, Years 5-10) conducted at a DFFH residential facility; a Consultation service to primary schools; and, a professional learning service.

In 2024 the total enrolment is 45 (intake program - 18 per semester; Hurstbridge farm - 4.5 per semester). The Yarra Me Positive Partnerships provides outreach services to mainstream primary schools supporting approximately 15-25 students each Term, whilst the Consultation service supports approximately 30 students each semester. Yarra Me School delivers programs predominantly for primary aged students.

VISION

We are deeply passionate champions for positive and respectful relationships, inclusive learning environments, and resilient people.

MISSION

We provide valued and respected programs that collaboratively deliver personalised, evidence-based trauma and social and emotional learning practices that support life-long learning for families, schools and students.

Please see www.yarrame.vic.edu.au.

Selection Criteria

SC1      Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2      Demonstrated high level of ability to plan for and 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 high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Role

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.

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.

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 marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

Other Information

Conditions of Employment

• 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.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

VIT LANTITE

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.