Special Education Teacher - Seymour College (TFI 312)

  • Victoria State Government - Education and Training
  • Seymour VIC, Australia
  • 04 Oct, 2021
Full time - Permanent Teaching - Primary Teaching - Secondary Teaching Aides & Special Needs

Job Description

Job ID 1241492
Location Seymour College [Multiple Location Campus]
Department Seymour College
Role Type Primary Teacher/Secondary Teacher/Targeted Financial Incentive
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Ongoing
Classification Classroom Teacher
Apply By 10/24/2021

Other Information
Begin Date 01/28/2022
End Date
Hours 38.00
Contact Name Linda Williams
Phone 03 5771 1305
School Website www.seymourcollege.vic.edu.au

Location Profile

Seymour College (8884)

Seymour College's vision centres on the provision of a safe and supportive environment where young lives will be transformed through a love of learning. This vision extends to the College being an educational centre which offers students skills and opportunities to ensure they achieve their best and are successful throughout their lives. The College's values are Respect, Inspire and Excel and its mission is to educate and provide opportunities for all students to achieve their full potential.

Seymour College caters for 750 students from Foundation to Year 12 in the mainstream sector and ungraded students in the Inclusive Education Sector.

The College draws on the feeder schools of Tallarook, Puckapunyal, Avenel, Heathcote, Tooborac, Pyalong and Nagambie as well as the township of Seymour. The current leadership profile consists of: Executive Class Principal, Assistant Principal – Teaching and Learning/Human Resources, Assistant Principal – Teaching and Learning/ Positive Education, Assistant Principal – Teaching and Learning/Inclusive Education, Leading Teachers in Literacy, Numeracy, VCE, Curriculum, Assessment and Reporting, Leading Teacher F-6 and Leading Teacher 7-12. The College has two Learning Specialists to support professional learning in numeracy. The School Family Occupation index is in the low range.

The College has undergone two stages of a building program. The first stage of the building program included a new Junior Learning Community, Administration Centre, a high needs Inclusive Education building and Resource Centre. The second stage included a new secondary learning building, canteen and food technology centre. Three 'Building Education Revolution' include a Science building, a Junior Games Hall and Hydrotherapy Pool.

The Seymour Family and Children’s Centre is co-located on-site and includes an Early Learning and maternal and child health facilities. The College partners with the Colman Foundation, the Mitchell Shire and Kids First to deliver high quality continuity of learning experiences and education for all familes.

The final stage of the College's building program will include a technology and arts building, however, this is yet to be funded.

Seymour College offers a range of technology subjects that are critical in engaging students and assisting them to attend school. These subjects also allow for the real life application of numeracy and literacy skills and educate students in the many pathways that lead from these courses.

The College has a Community Arts Centre as well as a Trade Training Centre. These assist in catering for the diverse needs of our student and community populations. An annual 'Seymour College Has Talent' production engages students from Foundation to Year. Junior secondary students have access to instrumental music lessons. Music soirees are held at the end of each year to showcase the musical talents of the students involved. The College has close links with cluster schools and community groups who regularly use these facilities.

Further to these facilities, the College has a well-equipped Technology wing with a full range of technology subjects available. The College attracts a large number of students enrolled in Vocational Education and Training (VET) and Victorian Certificate of Applied Learning (VCAL) programs. The College also acts as a major VET provider to the cluster.

Students from Foundation to Year 10 participate in the Victorian Curriculum and students with Special Needs are included in the Victorian Curriculum, with the appropriate adjustments.

Students are supported by two Wellbeing Officers, a School Nurse, a Defence School Mentor, a part-time Secondary Nurse, speech therapist, engagement officer and Student Support Officers. We purchase psychology and extra speech and occupational therapy services to ensure students and their families have the best start and are supported through their school years. The College is dedicated to the Reading Recovery Program and offers literacy support at all year levels.

The College's values of Respect, Inspire and Excel are a focus of School Wide Positive Behaviour Support lessons. Student leaders hold assemblies each term and explicitly discuss expectations in regards to behaviour, college values, attendance and learning.

Exit student destination data indicates that a pleasingly high proportion of Seymour College students are proceeding to further tertiary studies. The College offers comprehensive Careers/Pathways planning. VCE and VCAL completion rates over a five year period have shown marked improvement and the median score for VCE has been improving over the last five year period. The VCAL program has received the top category one rating

Seymour College has active involvement and success in inter- school sports and performs very well in many outside activities such as Energy Breakthrough.

The College enjoys the support of a very committed and engaged School Council which includes student councillors and the implementation of an Alumni group with past students and role models has further supported community links and career pathways for students.

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 commitment to establishing and maintaining a safe and supportive learning environment.


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-curricular activities.


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 classrooms 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.


Special Needs

School Type


Job Closing Date

24 Oct, 2021