(LY538) | Classroom Teacher (Classroom Teacher)

(LY538) | Classroom Teacher (Classroom Teacher)

15 Sep
Schools (Government)

15 Sep

Schools (Government)


Location Profile

Barwon Valley School is committed to safety and wellbeing of all children and young people and has zero tolerance for child abuse. (Child Safe Standards)

Our VISION is to be an inclusive community centred on student achievement, wellbeing and engagement.



Barwon Valley is a Special Developmental School situated on the corner of Reynolds Rd and Laura Ave in Belmont. It is a purpose built facility which provides a friendly, stimulating, caring and secure environment for students with moderate to profound disabilities. The school facilities include classrooms with extended outside learning spaces, a kitchen, an Independent living centre,

an art room, a library, 3 therapy treatment areas, 2 medium sized multipurpose rooms, large hall, gym and sensory room. In 2013, a brand new Aquatic Learning Centre (Hydrotherapy Pool) was completed.

Students from the greater Geelong area including Bannockburn, Winchelsea, Ocean Grove and Little River are transported on buses contracted to the Department of Education.

The school recognises that each student has differing educational, physical, social, emotional, intellectual and cultural needs. Teachers, along with teacher aides, Occupational Therapists, Speech Pathologists and Physiotherapists, a Nurse and Wellbeing personnel ensure that students have the maximum opportunity to access, participate in and be offered a full education.

Our educational environment is comprised of Junior and Senior Learning Communities. An annex of the Senior Learning Community comprising of 2 groups is located at Oberon High School. In the Junior Learning Community we have a group of students who attend Oberon South Primary School with our staff.

An excellent staff/student ratio ensures that class groups have approximately 9 students. These groups are arranged with the flexibility to provide programs appropriate to each student’s needs. A comprehensive curriculum is implemented to assist students to reach their maximum potential in both school and community settings. Students are actively involved in setting their learning goals in consultation with parents and other relevant personnel.

The school follows the Victorian Curriculum F-10. We use the Abilities Based Learning and Education Support (ABLES) as one of our key assessment tools. Integrated Units are produced to drive the curriculum delivery and the implementation of Individual Learning Plans. In the Senior Learning Community students in Years 11 and 12 use the South Pacific Education Course (SPEC) to support their learning and all have Career Action Plans (MIPS) designed to assist students and their families prepare for post school options. Internal and external work experience programs are provided for students across the Senior Learning Community and strong links with local agencies and businesses support us with this program.

We use SWPBS to support students to manage their behaviour, using our school values and the Zones of Regulation to underpin this approach. We use a school designed Student Attitude to School Survey to inform practices and implement a school adapted approach to Restorative Practices.

We implement the Starting Right program at the beginning of each term to establish school routines, behaviours and expectations and are expanding the implementation of the Health and Human Relations program SO Safe! across the school.

We have an Allied Health Team including therapists, wellbeing personnel and nurses. The therapy team supports students to access their educational program and support classroom staff in the delivery of these programs. The therapists work as consultants, deliver individual and group programs and assess and report. The school has sensory, wellbeing and regulation rooms. The wellbeing personnel support the whole school community consulting with parents, implementing individual and small group programs with students. The school nurse provides health advice and training to staff and address students’ medical needs.

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.

SC6 Demonstrated capacity to support learning outcomes for students with intellectual and physical disabilities and challenging behaviours.


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.

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