*$9000 Incentive Payment* Specialist Teacher - PERFORMING ARTS

Location Profile Purpose Western Autistic School's vision is to provide a dedicated school for students with autism. At Western Autistic School, we envision a nurturing environment for autistic students in grades Prep to Year 3. Through personalized support and collaborative teaching, we empower each child to thrive socially and academically. Our community celebrates diversity and fosters a commitment to building a strong educational foundation for our students that encourages lifelong learning and achievement. Our school demonstrates commitment to the following values: · Diversity · Respect · Learning as an ongoing process · Sharing and growth of knowledge · Collaboration School Profile The Western Autistic School is a large, vibrant and unique school in the western suburbs of Melbourne. We offer an early years program for 300 young children with Autism Spectrum Disorder in Prep to Grades 3. Our school caters to autistic students, and synthesises an evidence base drawn from student-centred, strengths-based approaches and contemporary research from the fields of autism and inclusive education to develop Individual Learning Programs for each student. Key features of our program include: -The individual student is the focus of our teaching -Each student is provided with an Individual Learning Plan, in collaboration between the student, their family and the teaching team -An emphasis on building foundational skills in social communication and functional areas, alongside academic skills particularly in the areas of literacy and numeracy -Small classes of approximately eight students with a teaching team of consisting of teachers, education support staff and allied health professionals -Individualised transition program for children to move on to their local neighbourhood school -Ongoing outreach supports. As part of our school's mission, WAS is actively involved in research and training. It has a registered training provider The Autism Teaching Institute (ATI) which provides post graduate qualifications to educators working with autistic students. Further information about WAS and its branches is available at: www.westernautisticschool.vic.edu.au www.autismteachinginstitute.org.au Incentive payments will be considered upon employment for successful new applicant 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 Demonstrate expertise in engaging autistic students in specialist curriculum areas through the implementation and modelling of evidence-based, strengths-focused and differentiated teaching strategies that promote participation, communication, self-regulation and learning growth. Role The Specialist Teacher is responsible for the planning, preparation, delivery, and evaluation of high-quality learning experiences in their designated specialist curriculum area/s ¿ STEM, Visual Arts, Performing Arts, and/or Health & Physical Education ¿ in alignment with the Victorian Curriculum and the priorities of our school. This role is designed to promote engagement, participation, and the development of skills through hands-on, creative, and physically active learning opportunities tailored to the needs, strengths, and interests of students in the early primary years. The Specialist Teacher works in collaboration with the Learning Specialist ¿ Specialist teacher, individual classroom teachers and other specialist staff to ensure programs are consistent with the priority curriculum areas articulated in Individual Education Plans (IEP) and the school¿s approaches to autism-specific teaching and learning. The position also plays a key role in supporting school operations by providing structured release time for generalist classroom teachers, ensuring that program delivery remains stable and consistent through school-employed substantive staff who engage in targeted professional learning relevant to our context. 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. Responsibilities The role of classroom teacher may include but is not limited to: Plan, prepare, and deliver engaging specialist lessons in one or more curriculum areas: STEM, Visual Arts, Performing Arts, and/or Health & Physical Education. Differentiate content, resources, and teaching strategies to meet the diverse learning needs of autistic students. Work in close collaboration with the Learning Specialist ¿ Specialist teacher, individual classroom teachers and the other specialist staff to integrate specialist program learning with broader classroom goals and IEP targets. Create a safe, inclusive, and sensory-aware learning environment that supports student participation and self-expression. Use student data and observation to assess progress, adapt teaching strategies, and provide feedback to both students and colleagues. Contribute to the development, evaluation, and continuous improvement of the school¿s Specialist Teaching Program. Participate in regular, targeted professional learning focused on autism-specific teaching practices, curriculum implementation, and student engagement strategies. Support the stability and continuity of learning by providing high-quality release coverage for classroom teachers in a planned and structured way. Engage in reflective practice, peer collaboration, and ongoing improvement of specialist teaching approaches. Undertake other classroom teaching related and organisational duties as determined by the School Principal. Participate in activities such as parent/teacher meetings; staff meetings; camps and excursions. Undertake 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 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 A written response to each of the Selection Criteria is mandatory. Up to three referees who are able to comment on your application in relation to the Selection Criteria. Referees other than those nominated may be contacted by the Panel. This position is based at Western Autistic School - 1 Burnley Street, Laverton 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: Werribee, Victoria, AU

Posted Date: 11/15/2025