Classroom Teacher (Early Years)

Job posted: 01/08/2022
Applications close: 14/08/2022 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Part time / From 29/08/2022 - 26/01/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1289244

Reference: 1289244

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Selection Criteria

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.

SC6     Demonstration knowledge, skills and personal qualities to address the needs of autistic students in their early years of schooling. Capacity to work collaboratively with parents and school staff to implement quality student centered strengths based autism pedagogy.


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:

  • 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

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

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 at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

A written response to each of the Selection Criteria is mandatory.

Up to three referees who are able to comment on your application in relation to the Selection Criteria.

Referees other than those nominated may be contacted by the Panel.

This position is located at Western Autistic School - 1 Burnley Street, Laverton 3028

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


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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Start now or in Term 1 2023!





Western Autistic School provides an intensive teaching program for students with autism, in their early years of schooling. Our philosophy is to work collaboratively with the families of our students, to provide a strengths-based, student-centred education for autistic students.


Over 1-4 years our students develop critical foundational skills, that build a sense of self, others and the world around them, alongside working towards the Victorian Curriculum Standards. Throughout their journey the Student Support Group (SSG) develops a clear vision for the pathway of the student into a more integrated setting.


Teachers at our school enjoy a rich and supportive working environment that prioritises building close partnerships with the students and their families to develop and implement individualised programs. The school values learning as an ongoing process for all staff, and teachers have access to a diverse suite of professional learning opportunities including demonstration lessons, workshops around evidence based teaching practices, access to current research and an annual guest lecture by international leaders in the field of autism and education.  Teachers also have options to combine this with offerings from the Autism Teaching Institute (ATI). At our school we value collaborative teaching practices and all teachers work alongside a co-teacher or Professional Learning Community to develop a deep understanding of their students and how to teach them.


Through the facilitation of a team teaching model, our school also provides many opportunities for staff to work flexibly around their personal circumstances with many staff working part time to balance work and family life or to commit to further studies.


Graduates and early career teachers, and those wishing to expand their repertoire as a generalist teacher, are warmly encouraged to apply as our collaborative teaching model provides ample opportunities for support and mentorship as they enter the workforce


For more information about our school please contact reception on (03) 9097 2000 to arrange a time to speak to one of our principals for a school tour.



School Profile


Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300+ young children with Autism Spectrum Disorder in Prep to Grades 3.


Our school caters to autistic students, and synthesises an evidence base drawn from the Victorian Early Years Developmental Framework and contemporary research from the fields of autism and inclusive education to develop Individual Learning Programs for each student.



Key features of our program include:


  • The individual child is the focus of our teaching.
  • Each child is provided with an individual learning plan, in consultation between parents and staff.
  • Foundation skills in social communication, emotional intelligence, and language are an emphasis alongside academic skills
  • Small classes of 8 students – with three staff
  • School-wide support by expert therapists and a social worker
  • Individualised transition program for children to move on to their local neighbourhood school
  • Ongoing outreach supports.


As part of our school’s mission, WAS is actively involved in research and training. It has a registered training provider The Autism Teaching Institute (ATI) which provides training to educators working with students with ASD and the Practical Research Autism Centre (PRAC) which commits to educational research in the field of autism pedagogy.


Further information about WAS and its branches is available at:




Classroom Teacher (Early Years)

Job type:

Part time / From 29/08/2022 - 26/01/2024

Job classification:

Not provided


Adele Field | 03 9097 2000

Classroom Teacher (Early Years)