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:
- 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.
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 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.
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.
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 (see Workplace 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
[email protected]
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.
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
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
-
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 vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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; and
-
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
-
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Springvale Park Special Developmental School is located in the vibrant community of Springvale in South-East Melbourne. The school is easily accessible by car and public transport, with buses and trains stopping at Springvale Station, just a one-minute walk from the school.
Springvale Park SDS is a dynamic and innovative centre for learning for students with moderate to severe intellectual disabilities. Our students may also present with comorbid conditions. We provide a targeted and enriching learning environment based on their individual needs. We foster a strong atmosphere of curiosity, independence, and belonging through high-quality teaching and learning programs that recognise the unique strengths and abilities of every student.
We currently have an enrolment of 205 school-aged students and 32 children in our Early Education Program, with numbers expected to continue growing over the coming years. Students are grouped into Foundation, Junior, Middle, Inter, and Senior sections, encompassing 31 classrooms, with an additional three classrooms dedicated to our Early Education Program.
As our enrolment increases, so too does our commitment to upgrading and expanding our facilities. Recently, we completed the construction of a new Senior School building featuring eight modern classrooms and a Life Skills Lounge. This purpose-built space supports innovative programs designed to enhance student independence and prepare them for post-school life. Looking ahead, a new swimming pool will be built on-site in 2026, providing students with improved opportunities to develop water safety skills and engage in activities that promote sensory regulation.
Teaching and learning at Springvale Park SDS is highly individualised and responsive, ensuring every student can access the curriculum and achieve personal growth through engaging, differentiated, and evidence-based educational programs.
Teaching and learning at Springvale Park SDS:
Teaching and learning at Springvale Park SDS, is highly individualised and focuses on improving both the short-term and longer term outcomes of our students. Three distinct curricula support our students¿ journeys across their schooling career. As an early education provider, students' learning is based on the Victorian Early Years Learning and Development Framework (VEYLDF), with a heavy focus on school-readiness, through play-based learning, communication development, and social and emotional skills.
Once students move into school age, they access the Victorian Curriculum 2.0. School age students have a focus on communication skills, through the use of an augmentative and alternative communication system, continue to develop literacy skills through Comprehensive Literacy Instruction, and numeracy is taught through hands-on and immersive experiences. Along with a strong academic focus, students develop social, emotional and independence skills.
In students¿ Senior years, learning moves onto the ASDAN curriculum. Students at this level work through a series of modules designed to support the critical skills needed to post-school, including travel training, leisure activities, numeracy, literacy, communication, cooking, sports and others. All student learning is further supported through Individual Education Plans (IEP).
Additional enrichment programs are run to enhance students¿ learning experiences. These include:
-
Bike riding program
-
Activity incursions, excursions, and camps
-
Sensory and therapeutic programs
-
Swimming program
-
Art and music therapy
-
Classroom based speech therapy, OT, and physio programs
-
Kitchen Garden program
-
PE program
-
Mini Woolies
Working at Springvale Park SDS:
Class sizes range from five to ten students, with each class supported by a teacher and an Education Support Officer (ESO). Teachers are provided with a full day of planning each week to collaborate with their section teams on developing high-quality unit planners and weekly programs.
Staff are supported by a dedicated multi-disciplinary team, including speech therapists, occupational therapists, and physiotherapists, who work alongside educators to meet each student¿s individual needs.
Learning Specialists, Leading Teachers, and the Assistant Principal ¿ Curriculum also provide guidance and coaching for teachers and ESOs. Our Learning Specialist for Behaviour Intervention works to maximise in-class and whole school supports for teachers and ESOs to make sure our students have the best educational experience they can while at our school.
Ongoing professional learning is offered throughout the year to ensure all staff remain up to date with best practices and Department of Education initiatives, such as the Victorian Teaching and Learning Model (VTLM) 2.0, Professional Learning Communities, etc.
At Springvale Park SDS, we place a strong emphasis on the wellbeing of our staff, students, and families, taking a holistic, school-wide approach to care and support. Our dedicated Wellbeing Team includes a Leading Teacher for Wellbeing, a Mental Health Practitioner, a Mental Health in Primary Schools teacher, an NDIS Navigator, and a school nurse. In addition to these internal supports, we also engage external providers to offer optional counselling sessions for all staff each term that complement regular celebrations and activities that connect staff, ensuring that wellbeing remains at the heart of our school community.
