Early Education Program Teacher (TFI 0230) Job posted: 06/11/2024
Location: South West Region | Colac-Otway
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1449247
Location Profile Lake Colac School is located in the regional town of Colac and provides high quality curriculum, wellbeing and therapy programs for students with special learning needs from Early Education to the year they turn 18.
We span a large catchment area of students from the local district, including the coastal region.
All school age students have a diagnosis of intellectual disability, ranging from mild to profound, whilst many students also have associated social, emotional, behavioural, sensory or physical impairments.
Around one third of students are on the autism spectrum.
The Early Education Program caters for children 2.8 to 4.8 years of age who present with delays in two or more developmental areas.
LCS offers an Early Education Program (EEP) for children who have a developmental delay.
EEP is an educational program which uses the Victorian Early Years Learning and Development Framework (VEYLDF) and develops and promotes each child's social and emotional skills through guided play, as well as creative and structured activities.
Our school curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with an intellectual disability.
Individual Learning Plans are provided for every student with the necessary adjustments made in order for students to engage in curriculum content as well as demonstrate their knowledge, skills and understanding.
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.
Responsibilities 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.
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.
EEO AND OHS Commitment 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.
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.
#J-18808-Ljbffr