|Location:||Eastern Ranges School|
|Department:||Eastern Ranges School|
|Role Type:||Primary Teacher/Secondary Teacher|
|Ongoing/Fixed Term:||Fixed Term|
|Contact Name:||Trevor Hodsdon|
|Phone:||03 9758 3772|
Eastern Ranges School is an F-12 specialist school for students with an Autism Spectrum Disorder and Intellectual Disability located in the Eastern Metropolitan Region of Melbourne.
The school currently has an enrolment of 195 students. There are currently 110 staff at the school comprising of teachers, educational support staff and multi-disciplinary team. The staff reflect a diverse, capable and committed team who strive to support the needs of our students and are the foundation of our engaging and positive community.
Facilities include age appropriate classrooms and playgrounds, therapy rooms, library, a gymnasium, sports court and pool. We also have the Depot (to develop and build work ethics and employability skills), a primary school kitchen and industry standard kitchen, Eastern Ranges Coffee Beans Café run by our barista trained students, a contemporary living centre that develops functional living skills, and a professional learning centre which supports our commitment to lifelong learning for our school and wider community.
Our school is a safe, nurturing place where students can thrive within a community bound by our values of teamwork, respect, inclusion, responsibility, achievement and optimism and driven by our shared commitment to create safe, respectful and responsible learners. These School Wide Positive Behaviour Support values underpin all aspects of school life and are evident in our interactions and practices.
Individualised programs of learning in line with the Victorian Curriculum are carefully planned and delivered to our F-10 students, with Victorian Certificate of Applied Learning (VCAL) at Foundation and Intermediate levels and Functional Applied Learning (FAL) pathways available at year 11 and 12.
Structured teaching is used to provide routine and predictability and to assist our students to make sense of the expectations placed upon them. We set high expectations for all and review evidenced based practices ensuring our students receive the very best educational opportunities. Specialist teaching programs are in the curriculum areas of Visual Art, Performing Arts, Health and Physical Education, Swimming and Music.
Teachers work in collaboration with education support staff to deliver personalised programs that meet student’s needs. Access to learning is supported through strategies developed in collaboration with parents through a multi-disciplinary approach. The team includes a Psychologist, Speech Pathologists, Occupational Therapists and Music Therapist.
The School is further supported by a committed and informed School Council and governing body. Collectively we work together to reach aspirational goals that define Eastern Ranges as a centre for exemplar ASD practice within the community.
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.
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:
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:
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.