Classroom Teacher-Special School

Department of Education Victoria; Sydney; On-site; AUD 70,000 - 90,000; Full time

Benefits offered by this job

Job summary

Department of Education Victoria – Croydon NSW seeks a classroom teacher to plan, prepare and deliver curriculum focused on achieving positive student outcomes. You will work within a multi‑disciplinary team to support diverse learners and contribute to school priorities and policies.

The role emphasizes high‑quality instruction, data‑driven assessment, and ongoing professional learning to improve teaching practice and student achievement.

Qualifications

• SC1: Demonstrated knowledge of the relevant curriculum, including the ability to teach literacy and numeracy.
• SC2: Experience in planning and implementing high‑impact teaching strategies and evaluating progress.
• SC3: Experience in monitoring, assessing learning and using data to inform practice.
• SC4: Demonstrated interpersonal and communication skills with students, parents and staff.
• SC5: Reflective practice and engagement in professional learning to improve teaching.

Responsibilities

• Plan, prepare and teach programs to achieve specific student outcomes.
• Engage in reflection and inquiry to improve teaching and student learning.
• Contribute to school policies and priorities as part of the whole school program.
• Undertake duties beyond teaching when appropriate to salary range and experience.
• Support staff development and share best practices to raise student learning.

Skills

Curriculum knowledge

High‑impact teaching

Data-informed instruction

Interpersonal communication

Professional learning

Job description

Department of Education Victoria – Croydon NSW

5d ago , from Department of Education & Training Victoria

Croydon Special Developmental School is a school for students with moderate to severe intellectual disabilities.

Our vision is forall studentsto be given every opportunity to reach their full potential and be encouraged to develop maximum independence according to their ability. The learning experiences and needs of students are central to all decision making. A positive self-image is crucial to the learning process and is nurtured ensuring each student experiences success. We are implementing Positive Education and the School Wide Positive Behaviour Support framework. Our school values are care, share, do your best and be safe.

Students are aged between 4.8 and 18 years and are grouped in classes according to age and student needs. Individual Education Programs are provided for all students in the school by a multi-disciplinary team including parents/care givers, teachers andeducation supportstaff, including allied health staff. The school has four sections - Early Education, Junior, Primary, Secondary and Transition.

We have a comprehensive and challenging curriculum based on the Victorian Curriculum A-D and emphasis on particular curriculum areas relates directly to individual needs, abilities and interests. Classrooms are staffed with Special Education trained teachers and teacher assistants. There are specialist staff allocated to Hydrotherapy/Swimming, PE and Library. Whilst communication forms the core of the curriculum, where appropriate, emphasis is also placed on independent living skills, social behaviour, functional academic skills and recreation.An allied health team consisting ofa physiotherapist, speech pathologists, an occupational therapist and allied health assistants also supports students' to participate in their educational program. The school also supports the health and welfare of students by employing a nurse and a family support coordinator.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

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