Location Profile

Yarrabah School is in the beautiful bayside suburb of Aspendale only 500 meters from the sandy beaches of Aspendale and Mordialloc.

Yarrabah School caters to students aged between 2.8 and 18 years (233) who have a diagnosed intellectual disability ranging from moderate to profound. Yarrabah School is a single campus Pre K - 12 school organised around four distinct stages of learning including Early Years (2.8 - 5), Primary Years (Ages 5 - 12), Lower Secondary Years (Ages 13 - 15) and Upper Secondary (16 - 18).

In 2024 Yarrabah School employed 128 staff, of which there were 90+ effective full-time staff. Volunteers also support the school during the day.

Facilities: The students and staff enjoy first-class facilities which include: an indoor 10 meter warm water pool, perceptual motor room, cafe, canteen, art room, music room, science room, school hall with modified basketball court, Mini Woolies, manual activities room, fitness center, out of school care building, staff room and staff collaborative spaces, meeting rooms, library, staff resource room, therapy rooms, sensory spaces, administration area, purpose-built early education building, well resourced outdoor areas, fitness oval, horticulture zones, and well-maintained grounds and outdoor areas next to the Mordialloc bike track, cricket oval and soon to be built Kingston aquatic facility.

Yarrabah Mission: To provide a nurturing, educational environment that maximises each student's potential.

Vision: Yarrabah's vision is to provide an individualised and safe student-centred learning environment that promotes active learning, encourages adventure, independence and self-esteem maximising student potential. The school provides all students access to curriculum and support services in preparation for life after school as a valued member of the community.

School Goals: 2022-2026

- To improve the outcomes of students in literacy
- To improve the outcomes of students in numeracy
- To improve students mental health and wellbeing

School Values: These are beliefs and principles we believe are important for staff, parents and students. Our school should be a place where all members of the community have the right to feel secure, valued and secure.

- TOLERANCE · Actively listen to others and don't judge, respect others' ideas and opinions, make your actions consistent, be respectful of others and their culture, understand there is an optimal zone of arousal (window of tolerance)
- RESPECT · Understand we are unique and valuable, speak and act with courtesy: being mindful of body language and voice tone, appreciate and be receptive to individual opinion and beliefs, listen to others, acknowledge the achievements of others with dignity
- INTEGRITY · To be true to yourself, i.e. act according to your true feelings and beliefs, to be open, honest and fair with everyone, to do the right thing, admit if you have made a mistake and be sincere with your apologies, avoid negative behaviour that is hurtful to others such as gossip
- CARE & SUPPORT · To be a compassionate member of the school community and regularly review own performance and commitment to the school, be supportive, not judgemental, be flexible, listen - do not judge, be truthful, be aware/mindful of a person's feelings, self-esteem and health

Selection Criteria - Graduates

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain cooperative relationships with students, parents, colleagues and the broader school community to support student learning,



wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Program Benefits - Graduates

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

Role - Graduates

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.

Responsibilities - Graduates

Core responsibilities include:

- Planning and implementing a range of teaching programs or courses of study
- Teaching an area of the curriculum or a general curriculum to a year level
- Monitoring, evaluating and reporting student progress in key learning areas
- Implementing strategies to achieve targets related to student learning outcomes
- Maintaining records of class attendance and recording student progress
- Implementing effective student management consistent with the school charter.
- Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and welfare programs
- Contributing to a range of co-curricular programs

Who May Apply - Graduates

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
- have completed their course requirements and graduated in the last 4 years, and
- not be employed as a teacher by the department at the time the advertised position is to commence

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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.



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.

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. 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

DE Values

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

Other Information

As Yarrabah School is a Special school, teachers must have 3 years experience working in a special setting or be Special/Integration trained to be able to be employed as ongoing.

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.

Eligibility for incentive payments

- The successful candidate is committing to a minimum of 1 year employment at this school
- The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
- The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

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

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; 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.

📌 Graduate Teacher Program (GYarrabah School $$ Financial Incentive (Melbourne)
🏢 Government schools
📍 Melbourne