SEN School Class Teacher - Horsham, West Sussex, United Kingdom - State Government of Victoria, Australia

Description

Classroom Teacher - Special Education (TFI Classroom Teacher)
Full time / From 03/06/ /06/2026
Schools (Government)
Education and Training

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.

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.

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.

Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.

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.

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.

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
• Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

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.

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.

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;
Undertaking other non-teaching supervisory duties.

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.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity.

The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via .

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:

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.

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

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
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments.

A commencement incentive payment ( pro-rata for positions less than full-time ) to the amount of:

$25,000(before-tax) if the position is for a school located within ` Inner Regional Australia (Vic.) ' , per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas , or
$50,000(before-tax) if the position is for a school located within ` Outer Regional Australia (Vic.) ' or ` Remote Australia (Vic.) ' , per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas .
$10,000(before-tax) annual retention payments ( pro-rata based on 1.0 FTE ), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax).

Eligibility for Targeted Financial Incentive (TFI) program payments:
The successful candidate must be a new employee to this school.
The successful candidate is committing to a minimum of 2 years of employment at this school.
The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:

Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met.

~ Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment : per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.

For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address , refer to ABS Maps , via Australian Bureau of Statistics (select filter ' 2021 Remoteness Area' ).

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching.

In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Horsham Special School was established in 1988, moving to its current site in 2013.

It has a wide enrolment base, drawing from the local area to as far as the South Australian border including Nhill, Dimboola, Kaniva, Goroke, Edenhope and Serviceton.

Horsham Special School provides educational programs for students aged 5-18 years displaying mild; moderate and severe diagnoses associated with cognitive, physical, social, emotional, behavioural, sensory and multiple disabilities.

The school's overarching purpose is to encourage and enable all students, staff and the school community to achieve their full potential.

The safe, caring and stimulating school environment focuses on our key values of Be Safe, Be Kind and Be Your Best.

The school's dedicated staff provides a highly individualised educational program for each student.

This is not confined to the classroom and physical building but extends into outdoor play spaces and indeed the local community in which we live.

Integral to the Horsham Special School Curriculum is the programming provided by specialist and therapy staff. The school offers focused support in the areas of Art, Physical Education, Music, Swimming & Welfare. The physical environment complements the programming, with a state of the art purpose built special school.

It comprises a fully equipped commercial style kitchen, open art workshop, sensory courtyard, open learning spaces, kitchenettes and architecturally designed playgrounds.

The curriculum at Horsham Special School is both functional and practical, divided into the following focus areas: Functional Academics - Literacy and Numeracy; Each student has an Individual Education Plan (IEP) developed for them; Full time / From 03/06/ /06/2026
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