Classroom Teacher - Special Education

Government schools

Applications close Sunday 13 September 2026 at 11.59pm

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Southern suburbs

Reference: 1541023

Location Profile

Yarrabah School is located in the bayside suburb of Aspendale. Yarrabah School caters for students from 2.8 to 18 years of age. Yarrabah School believes that all students can learn and experience success. A comprehensive and integrated curriculum is offered with flexibility to meet the needs of each student with disabilities.

School Purpose

Our purpose is to provide a nurturing, educational environment that maximises each student's potential. To maximise student potential by providing an individualised and safe learning environment that promotes active learning, encouraging adventure, independence and self-esteem.

Yarrabah provides all students with access to curriculum and therapeutic support in preparation for life as a valued member of the community.

Our values

Yarrabah School is a place where all members of the community have the right to feel safe, valued and secure. Our school values are tolerance, respect, integrity and care & support.

As a result of our school values, our staff are motivated, dedicated and constantly involved in developing their own professional knowledge and skills. They are extremely caring towards the students and there is a very close working relationship between staff, students and parents. This promotes stability and harmony within the school, and consequently, the students are engaged.

Selection Criteria

Applicants are asked to address the following criteria in a maximum of six pages.

KSC 1: Teaching & Learning

Provide evidence of an ability to plan and deliver an appropriate program to students with intellectual disabilities.

KSC2: Teaching Practice

Demonstrate an ability to actively engage students who have special needs, including sensory needs, in meaningful learning.

Evidence of successfully managing students with challenging and difficult behaviours using a Positive Behaviour Support framework.

KSC3: Assessment and reporting of student learning.

Ability to assess and report student progress. To provide reports to parents which keep them regularly informed of their children's progress.

KSC4: Interaction with the school community

Demonstrate high level communication and interpersonal skills when relating to students, parents and staff.

KSC5: Teamwork

Demonstrate an ability to work as a team member within a dynamic educational environment.

KSC6: Professional requirements

Demonstrate a commitment to ongoing professional growth, both on a personal level and school level.

Role

• Abide by the teachers Professional Code of Conduct (VIT) (www.vit.vic.edu.au) and maintain VIT registration.
• Perform according to the professional duties and standards set out in the Performance and Development Guidelines and the Principles of Learning and Teaching (PoLT)
• Conducting initial SSGs to establish ILPs (Individual Education Plans) followed by written reports, SSGs as requested by parents, followed by a final report and meeting with parents in Term 4.
• Direct teaching to the ability level of individual students in the group and according to their ILPs.
• Plan, prepare and deliver appropriate programs according to student goals, abilities and curriculum focus
• Maintain a work program according to the requirements set out in the Staff Handbook
• As a team leader direct the classroom assistant to tasks and learning activities required. To keep the classroom assistant up to date with student needs and plans for daily activities.
• Provide adequate and appropriate resources for student learning via Professional Learning Community (PLC) or curriculum coordinators.
• Maintain a safe working environment
• Develop and implement Student Wellbeing plans for students who require them
• Participate in meetings e.g. staff meetings, PLC/planning meetings camps and excursions.
• Are responsible for the health and wellbeing of all students in their care at all times
• Fulfill extra roles and duties as nominated
• Maintain regular contact with parents/carers via daily communication books, phone calls or personal contact.
• Work with and consult with the therapy team to achieve maximum outcomes for students in the classroom
• Yard Duty
• Other duties as requested by Leadership team.

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 who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification.

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 https://www2.education.vic.gov.au/pal/disability-and-reasonable-adjustment/overview).

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 marrung@education.vic.gov.au

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

• 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

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 (https://www2.education.vic.gov.au/pal/recruitment-schools/overview).

Applications close Sunday 13 September 2026 at 11.59pm

Posted 31 August 2026

Contact us

Matthew Harris
9580 0384