Classroom Teacher in Warracknabeal

Warracknabeal Special Developmental School's vision is to provide a safe and supportive community of lifelong learners where respect, diversity and success are valued and where students and staff are encouraged to reach their full potential both within the school community and beyond.

At the Warracknabeal Special Developmental School, we affirm the values of our society, which promote the dignity of the individual and foster relationships based on Respect, Equity and Honesty. These values underpin how all members of the school community work together, interact and support each other.

Warracknabeal Special Developmental School (SDS) is a dual-model special education setting located in the North Wimmera, approximately 340 kilometres from the Melbourne Central Business District, serving students with disabilities from Warracknabeal and the surrounding district of the Yarriambiack and parts of the Buloke Shires. The school provides education programs for 5-18-year-old students with mild, moderate and profound intellectual disabilities associated with physical, social, emotional, behavioural, multiple and sensory impairments.

The school provides a specialised and challenging curriculum, utilising elements of TEACCH structured teaching to build a supportive environment that promotes personal independence and a valued lifestyle. The school curriculum is based on the Victorian Curriculum 2.0, with ASDAN’s Towards Independence coursework forming our Senior Secondary pathway.

There are currently 33 students enrolled at the school, with 18 students in Years F-6 and 15 in Years 7-12. The staffing profile includes a principal, 4.4 full time equivalent (FTE) teachers, 10 FTE Education Support (ES) staff, and 1.0 FTE office administration staff. The ES staff includes classroom teaching aides, bus drivers, and bus chaperones. The school has three bus runs twice daily.

Selection Criteria

• 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.
• 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.
• 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.
• 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.
• 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, their 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.

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.

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.

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.

Conditions of Employment

The primary role of the successful applicant will be to facilitate a school-wide curriculum program in Physical Education, Music, Science or Drama. This program would consist of lessons delivered to both individual and combined classes, two days per week for the remainder of the 2026 school year, with the possibility of extension into 2027.

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.