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 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

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

• 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.

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:

www.westernautisticschool.vic.edu.au

www.autismteachinginstitute.org.au

www.autismprac.org.au