Classroom Teacher - Special Education (TFI 219)

Job posted: 03/08/2022
Applications close: 16/08/2022 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: North East Region | Seymour

Job type: Full time / From 05/09/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Health and Allied Health

Reference: 1289858

Reference: 1289858

Occupation: Health and Allied Health

Salary Range: Salary not specified

Work location: North East Region | Seymour

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.


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

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.

Eligibility for incentive payments:

  • The successful candidate must be a new employee to this school
  • The successful candidate is committing to a minimum of 2 years employment at this school
  • The successful candidate will not be a TFI recipient from within the last 5 years
  • The successful candidate will meet requirements for relocation (e.g. live at least 1 hour away from this school at the time of pplication), in line with 'Reimbursement of travel and personal expenses - teaching service' https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the conclusion of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

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

Program Benefits

This position attracts an incentive payment of $21,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Teachers may be eligible to receive payments and support to cover relocation costs including mileage and removalist expenses. Subject to meeting additional set of criteria, teachers may also be eligible to receive payments to cover re-establishment allowance and reimbursement of stamp duty.

For information on relocation and removal assistance, refer to 'Reimbursement of travel and personal expenses - teaching service' policy available at: https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Additional supports to find available housing are also available to successful applicants relocating to regional and rural areas.

More information about Targeted Financial Incentives is available at https://www.vic.gov.au/targeted-initiative-attract-more-teachers


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

Seymour College caters for students from Foundation to Year 12 in the mainstream sector and ungraded students in our Inclusive Education Sector.  The College draws on the feeder schools of Tallarook, Puckapunyal, Avenel, Heathcote, Tooborac, Pyalong and Nagambie as well as the township of Seymour.  The leadership profile is: Executive Class Principal, Assistant Principal – Teaching and Learning/Human Resources, Assistant Principal – Teaching and Learning/ Positive Education, Assistant Principal – Teaching and Learning/Inclusive Education, Assistant Principal - Teaching and Learning/Curriculum, Assessment and Reporting, Leading Teachers in  – Literacy,  Numeracy, VCE, Curriculum, Assessment and Reporting, Leading Teacher F-6 and Leading Teacher 7-12.    The School Family Occupation index is in the low range.

The building program has included a new Junior Learning Community, Administration Centre, a high needs Special Education building, Resource Centre,  Science building, a Junior Games Hall, Years 7-9 learning communities building, VCE centre and food technology centre.  The co-located Family and Children's Centre  houses kindergarten and maternal and child health facilities.  This centre is a partnership between the College, the Mitchell Shire Council, Kids First and the Colman Foundation's 'Our Place' approach.  The final stage of the College's building program will include a technology and arts building.

Our College offers a range of technology subjects that are critical in engaging students and assisting them to attend school. These subjects also allow for the real life application of numeracy and literacy skills and educate students in the many pathways that lead from these courses.

The College houses a Community Arts Centre and a Trade Training Centre which is run by Seymour GOTAFE. These assist in catering for the diverse needs of our student and community populations. Junior secondary students have access to instrumental music lessons.    The College has close links with cluster schools and community groups who regularly use these facilities.

Further to these facilities, the College has a well-equipped Technology wing with a full range of technology subjects available. Most senior students are enrolled in Vocational Education and Training (VET) and Victorian Certificate of Applied Learning (VCAL) programs. 

The staffing profile of the school is diverse and we are able to offer a range of subjects at VCE level, run three VCAL classes which include mainstream and inclusive education students, and offer VET to students from our own College.  Students from Foundation to Year 10 participate in the Victorian Curriculum and students with Special Needs are included in the Victorian Curriculum, with the appropriate adjustments.

Students are supported by three Wellbeing Officers, a School Nurse, Doctors in Secondary School, a Defence School Mentor, a part-time Secondary Nurse, speech therapist, and Student Support Officers. We purchase psychology and extra speech and occupational therapy services to ensure students and their families have the best start and are supported through their school years. The College is dedicated to the Reading Recovery Program, and offers literacy and numeracy support at all year levels.

The College's values of Respect, Inspire and Excel are a focus of School Wide Positive Behaviour lessons.  Student leaders hold assemblies each term and explicitly discuss expectations in regard to behaviour, college values, attendance and learning. 

Seymour College has active involvement and success in inter- school sports and performs very well in many outside activities such as Energy Breakthrough.

Exit student destination data indicates that a high proportion of Seymour College students are proceeding to further tertiary studies.  The College offers comprehensive Careers/Pathways planning, which ensures that each year relatively few students, compared to regional data, are listed as ‘seeking work’.  VCE and VCAL completion rates over a seven year period have shown marked improvement.  Every VCE and VCAL metric, the school has shown has demonstrated improvement over the past years and the median score has been improving over the last seven year period and sits above all regional neighbouring Government schools. The VCAL program has received the top category one rating.  33 VCE studies at unit 3 and 4 level were taken up by students in 2021, along with 27 VET certificates on offer.

Classroom Teacher - Special Education (TFI 219)

Job type:

Full time / From 05/09/2022

Job classification:

Not provided


Linda Williams | 03 5771 1305

Classroom Teacher - Special Education (TFI 219)