Selection Criteria

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

SC2 Demonstrated high level of ability to plan for and 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 high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Role

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.

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.

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

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.
- 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.

Location Profile

Nelson Park School

Nelson Park School is a specialist government school located in Bell Park and Corio, Geelong, providing education for students aged 5¿18 years (Foundation to Year 12) with a diagnosed mild intellectual disability.

Established in 1967, Nelson Park has a current enrolment of approximately 360 students drawn from across the Geelong region. The school operates across two campuses, with the main campus located in Bell Park and a senior campus located in Corio which supports the transition of students into senior secondary pathways.

Nelson Park School employs approximately 150 staff, including Principal Class Officers, Leading Teachers, classroom and specialist teachers, wellbeing staff, therapists, education support staff and administration staff. Staff work collaboratively to support student learning, wellbeing and independence through a multidisciplinary approach.

The school¿s vision of developing Life-long Learners reflects a commitment to building the independence, confidence and capability of every student. Nelson Park focuses on supporting students to develop their academic, social, emotional and life skills, preparing them for meaningful participation in their communities.

Teaching and learning programs are aligned with the Victorian Curriculum and are differentiated to meet the diverse learning needs of students. The school has developed a Guaranteed and Viable Curriculum and utilises a Whole School Instructional Models to support structured and explicit teaching. Staff collaborate in Professional Learning Communities (PLCs) to plan curriculum, assess student progress and continuously improve teaching practice.

Student wellbeing is a central priority at Nelson Park. The school implements School Wide Positive Behaviour Supports (SWPBS) and Berry Street Education Model trauma-informed practices to create a protected, supportive and inclusive learning environment for all students.

Students are supported through Individual Learning Plans developed in partnership with families during Student Support Group meetings, ensuring personalised learning goals and strong home¿school collaboration.

Nelson Park offers a broad range of specialist programs, including Visual Arts, Performing Arts, Food Technology, STEM, Health and Physical Education, Outdoor Education and Library. These programs support student engagement and the development of practical life skills.

At the senior campus, students participate in a range of community and vocational learning opportunities, including work experience, community engagement programs and industry exposure. Students undertake the Victorian Pathways Certificate (VPC) or ASDAN, an applied learning program that supports the development of employability, independence and post-school pathways.

Nelson Park works in partnership with Northern Bay College to access the Geelong Industry Trade Training Centre, where senior students participate in vocational programs such as Hospitality, Automotive and Building and Construction, as well as School Based Traineeships.

Nelson Park School values learning and effort, cooperation, respect and community, and works closely with families, community organisations and industry partners to provide meaningful learning opportunities for students.

Nelson Park School is committed to the safety and wellbeing of all children and young people. The school has zero tolerance for child abuse and is committed to providing a child safe, inclusive and culturaly safe environment for all students.

📌 Classroom Teacher - ASDAN (Victoria)
🏢 Government schools
📍 Victoria