Special Education Teacher (RRI 077)

Department of Education Victoria; Colac; On-site; AUD 70,000 - 100,000; Full time

Benefits offered by this job

Relocation assistance

Retention payments

Housing assistance

Job summary

Lake Colac School in Colac, VIC, seeks a classroom teacher to deliver evidence-based instruction in alignment with Victorian curricula. The role emphasizes small-class settings, explicit teaching, and student wellbeing, supported by strong leadership and PLTs/PLCs.

You will contribute to ILPs, differentiation, and data-informed decision making to improve student outcomes and engagement in a supportive school culture.

Qualifications

• Demonstrated knowledge of the relevant curriculum including literacy and numeracy teaching.
• Experience planning and implementing high-impact teaching strategies and evaluating learning growth.
• Experience monitoring and assessing student learning with data-informed feedback to students and parents.
• Strong interpersonal and communication skills with collaboration with families and staff.
• Commitment to professional learning and reflective practice to improve teaching quality.

Responsibilities

• Direct teaching of groups of students and individual students.
• Contributing to development, implementation, and evaluation of a curriculum area or program.
• Undertaking other classroom teaching related and organizational duties as determined by the school.

Skills

Curriculum knowledge

High impact teaching

Data-informed instruction

Communication skills

Professional learning

Education

VIT registration

Job description

Department of Education Victoria – Colac VIC

1d ago , from Department of Education & Training Victoria

Teach at Lake Colac School ¿ Where Evidence-Based Practice Meets the
Learning and Wellbeing Needs of All Students
To see our staff and students in action, and why you should apply to work in
our school, start by visiting our website at www.lakecolacschool.vic.edu.au or
organise a school visit with us now.
Lake Colac School (LCS) is a dynamic and inclusive specialist school located in
the regional town of Colac, serving students with diverse learning needs from
Early Education through to the year they turn 18. We provide contemporary,
research-based education and wellbeing programs for students across a broad
catchment area that includes Colac and the surrounding coastal district.
Our students have a diagnosis of intellectual disability¿ranging from mild to
profound¿and many present with additional needs, which make them
suitable for the tailored education that they receive from our expert staff.
Every day, our staff make a tangible difference in the lives of these young
people by creating supportive, structured, and joyful learning environments
where every student can thrive.

Our Approach to Teaching and Learning

At Lake Colac School, teaching is grounded in the science of learning and evidence-based pedagogies. Our programs are designed using Cognitive Load Theory, Explicit Instruction, and whole-school systems and supports to ensure that teaching is clear, purposeful, and accessible to every learner.

We provide:

• Very small class sizes (from 5 up to 13 students) that enable meaningful connections and targeted teaching.
• Multiple teacher aides in each classroom, ensuring every student receives individualised support.
• Structured routines, visual supports, and explicit teaching that maximise engagement and learning efficiency.
• Collaborative Professional Learning Teams (PLTs) and Professional Learning Communities (PLCs) where staff share practice, analyse student progress, and continuously refine their craft.
• Supportive leadership, coaching, and mentoring by experienced leaders who understands what it takes to support staff to address the needs of each learner and to become a part of an established positive school culture

Curriculum and Stages of Learning

Our Early Education Program (EEP) caters for children aged 2.8 to 4.8 years who present with developmental delays in two or more areas. Guided by the Victorian Early Years Learning and Development Framework (VEYLDF), this program develops foundational skills in communication, motor coordination, social-emotional growth, and cognition through guided play and intentional teaching.

Across the school, the Victorian Curriculum F¿10 (including Foundation Levels A¿D) provides the basis for a highly differentiated, individualised learning experience. Each student has an Individual Learning Plan (ILP) that supports personalised goals, authentic assessment, and pathways for success. In the senior years, students participate in Enterprise Education, Work Experience, and the Victorian Pathways Certificate (VPC) that prepare them for life beyond school.

A Supportive and Collaborative School Culture

At Lake Colac School, staff wellbeing and professional growth are as important as student achievement. We believe that great teaching happens in an environment of trust, teamwork, and shared purpose.

We value:

• A collaborative, caring staff culture where everyone supports each other.
• Strong partnerships with families and allied professionals to ensure the best outcomes for students.
• A commitment to Social and Emotional Learning (SEL), building student confidence, self-regulation, and resilience.
• Ongoing professional development and coaching aligned with the Framework for Improving Student Outcomes (FISO) 2.0 and the Victorian Teaching and Learning Model (VTLM) 2.0.

Join Our Team

If you are a teacher who values evidence-based practice, collaboration, and making a real difference, Lake Colac School offers an inspiring and rewarding environment to grow your career. You’ll work alongside passionate colleagues, supported by strong leadership, professional learning opportunities, and a community that truly values education.

At Lake Colac School, you’ll have the time, structure, and support to do what you do best – teach well, and change lives.

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.

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

• 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 (seeWorkplace 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*******@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

No job description available

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.
• 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

This position has been advertised as part of the Regional Relocation Incentives (RRI) and includes retention payments.

Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.

Payments and support on offer (subject to candidate eligibility criteria, see below):

• Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
• $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.

RRI candidate eligibility criteria:

• The successful candidate must be a new employee to this school.
• The successful candidate must remain employed at this school for 2 years to receive their initial retention payment, and remain for subsequent years for the third-year and fourth-year payments.
• The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of applicationand relocates), as outlined within 'Travel and Personal Expenses - Teaching Service'.
• The successful candidate's ordinary place of residence is not classified as `Remote Australia (Vic.)' or `Outer Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
• Where the recruiting school is located within `Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified as `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.

Further information regarding this offering is available on the department's website at https://www.vic.gov.au/Relocation-incentives-to-teach-in-Regional-Victoria

Qualification Requirements

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian