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

SC2    Demonstrated capacity to 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 capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. 

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.

Core responsibilities include:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy.  Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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.

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

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

• 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.

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Melton Specialist School, with an enrolment of 356 students, provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment. It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like Autism. Students are transported to our school via bus or family transport. The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities. Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces and indoor sensory areas. Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways. Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful. Our school’s philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support. Across the school we implement Structured TEACCHing and provide onsite training for staff to implement this approach to teaching and learning. We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills. Senior students also have the option of accessing a VCAL or ASDAN program which aim to develop work related skills, travel education and personal development skills. Student Support Group meetings involving staff, parents, carers and our Allied Health team are held four times a year to formulate individual learning goals based on each student’s ability, strengths and needs and celebrate achievements towards these goals

In 2022, Stage two of a four-stage rebuilding project is occuring. Stage one was completed in 2019. Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.

Our vision

Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills.  Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.

Our values

Melton Specialist School values the safety, health and wellbeing of its students, staff and community. The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school. At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner. Staff have a responsibility to ensure that student learning is engaging and relevant to the individual. Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.

We are a School Wide Positive Behaviour Support School.

School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour. It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members. It includes analysis of data in professional learning teams, implementation of evidence based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.

Our school purpose is supported by the following school values that are central to the life of the school.

Be Responsible • Be Respectful • Be Safe