Classroom Teacher- Special Education

Victorian Government; Melbourne; On-site; AUD 65,000 - 90,000; Full time

Job summary

Southern Autistic School in Melbourne is seeking a classroom teacher to deliver quality education for students aged 3–18 with Autism Spectrum Disorder. The role focuses on planning and delivering instruction aligned to the Victorian Curriculum, developing communication, social interaction and independence skills, and collaborating with a multidisciplinary team.

You will contribute to school programs, participate in professional learning and engage with families to support student wellbeing and

Qualifications

• 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.
• Demonstrated experience in planning for highly effective teaching strategies and evaluating learning impact.
• Demonstrated experience in monitoring student learning and using data to inform practice and communicate progress.

Responsibilities

• Direct teaching of groups of students and individual students.
• Contribute to curriculum development, implementation and evaluation within the school.
• Undertake other classroom teaching related duties as determined by the Principal.
• Engage in parent/teacher meetings, staff meetings, camps and excursions.
• Undertake non-teaching supervisory duties as required.

Skills

Curriculum knowledge

Literacy instruction

Numeracy instruction

Data-informed practice

Collaboration

Autism understanding

Job description

Southern Autistic School (SAS) is a specialist school dedicated to the education of children with Autism Spectrum Disorder and with significant deficits in language. SAS provides evidence based educational programs to meet the learning needs of children with a diagnosis of ASD. A focus of the current Strategic Plan is making the school a centre of excellence and expertise in the delivery of education for autistic students, with a focus on communication.

The school is located in the South Eastern Region in East Bentleigh with approximately 280 students aged from 3 to 18 years. Classes have six to ten students with all children having an individual learning plan. Individual Learning Plans are based on the Victorian Curriculum with a focus on developing communication, social interaction, and independence skills.

The class teacher is supported by a teaching assistant. Speech pathologists support the development of individual communication programs and occupational therapists add to the comprehensive educational team. A clinical psychologist and experienced social worker work with families and students to further enhance student wellbeing.

At SAS we implement the Victorian Curriculum and enhance our teaching and learning programs through the use of evidence-based approaches and strategies. This includes the implementation of Hanen: More Than Words, LAMP and a structured synthetic phonics approach. Our Secondary Programs provide great vocational education opportunities in addition to the recreation and community access. Our Early Education Program utilises Hanen Strategies, and implements aspects and strategies from the Early Start Denver Model.

There are four sub schools on the same campus each led by a highly experienced school leader. Learning Specialists additionally support the development of teaching and learning programs. Our specialist programs vary across the sub schools however include ART, Media ARTS, Physical Education, Music and Cooking. The Primary aged students also attend a Swimming Program with a magnesium pool on site. The school hasundergone recentredevelopment with 2 new buildings including modern facilities opened since 2021.

School Wide Positive Behaviour Support principles and approaches are key to supporting student engagement and data. The school is committed to the development of the whole child and works in partnership with parents. We have a supportive parent community who regularly communicate with staff.

Vision Statement:

The SAS vision for students is to develop lifelong learners who have a sense of belonging and are encouraged to implement their skills and knowledge to make choices and accept responsibility for their decisions. Our SWPBS values are: 'I am Safe, I am a Learner and I Belong.'

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 Demonstrated understanding of how autism may impact on student learning through an ability to support students to participate appropriately across all areas of the school.

Role

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.

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [e-mail]

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.

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:

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:

• 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.
• 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

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Applications close Wednesday 21 October 2026 at 11.59pm