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Art Teacher

Job posted: 21/06/2022
Applications close: 04/07/2022 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: South West Region | Colac-Otway

Job type: Part time / From 11/07/2022 - 10/07/2029

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1284136

Reference: 1284136

Occupation: Teacher

Salary Range: Salary not specified

Work location: South West Region | Colac-Otway

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.

Role

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.

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.

EEO AND OHS Commitment

The Department of Education and Training 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. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.  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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

VIT LANTITE

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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Colac Specialist School is located in the regional town of Colac and provides high quality curriculum, wellbeing and therapy programs for students with special learning needs from Early Education to the year they turn 18. We span a large catchment area of students from the local district, including the coastal region. All school age students have a diagnosis of intellectual disability, ranging from mild to profound, whilst many students also have associated social, emotional, mental, behavioural, sensory or physical impairments. At least one third of students are on the autism spectrum. The Early Education Program caters for children 2.8 to 4.8 years of age who present with delays in two more developmental areas. Teachers met in Professional Learning Teams (PLTs) and as Professional Learning Communities (PLC) and are focused on creating a positive school climate and improving their professional practice. We strive to provide differentiated curriculum practices for students with disabilities within and beyond the school into the wider education community.

 

CSS offers an Early Education Program (EEP) for children who have a developmental delay. EEP is an educational program which uses the Victorian Early Years Learning and Development Framework (VEYLDF) and develops and promotes each child’s social and emotional skills through guided play, as well as creative and structured activities. EEP is based around developing skills which promote fine and gross motor co-ordination, language and communication, cognition and self-care.

 

CSS recognises and values the importance of parents and professionals working collaboratively as partners to achieve the best outcomes for each individual within our care. We promote positive student wellbeing and engagement through implementing a whole school Social and Emotional Learning Curriculum that builds and strengthens students’ personal and social capabilities.

 

Our school curriculum offers flexibility for teachers to tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with an intellectual disability. Individual Learning Plans are provided for every student with the necessary adjustments made in order for students to engage in curriculum content as well as demonstrate their knowledge, skills and understanding.

 

The Curriculum taught and assessed from Foundation to Year Ten is the Victorian Curriculum F-10 encompassing the Towards Foundation Level Victorian Curriculum, Levels A-D. Students in their final years of schooling have a managed individual pathways plan and, where applicable, a careers action plan. This includes Enterprise Education, work experience and the Duke of Edinburgh program.

 

CSS was established in 1985 and is located in central Colac where services are provided to eligible students from Colac and the surrounding district, including the coastal region. The current student enrolment at CSS is approx. 55 FTE and has 15 EEP children. It prides itself on providing a high-quality education for all students in a safe and secure learning environment, where kids come first. The School is currently in its final year of the Strategic Plan (2019 – 2022) and its Annual Implementation Plan incorporates the Framework for Improving Student Outcomes (FISO).

Art Teacher

Job type:

Part time / From 11/07/2022 - 10/07/2029

Job classification:

Not provided

Contact:

Cameron Peverett | 035/231-1055

Art Teacher