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Career Teacher 2024 - FT (Classroom Teacher)

Job posted: 12/02/2024
Applications close: 25/02/2024 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 11/03/2024 - 20/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1401628

Reference: 1401628

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

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    A VIT recognised EAL qualification.

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

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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

DE 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


Additional career teacher roles/responsiblities

  • Lead the operation, maintenance and further develpment of the careers and pathways program.
  • The successful candidate will provide highly effective careers counselling and overall coordination and management of course counselling, careers education including careers action plans and work experience.
  • Organise career expo 
  • Manage career education budget 
  • Be familiarised and follow DET policy re accountability and reporting requirement. 
  • Provide advice and information to staff, students and families on effective pathways beyond Noble Park English Language School into mainstream schools and TAFE.
  • Provide teachers, families and students with information regarding careers.
  • Develop and maintain career resources, and career information on the NPELS website
  • Consult with the Transition staff and  Curriculum Leaders and Leadership to ensure integration of effective, appropriate careers and pathways information in our context.
 

 

  • Liaise with external community agencies and resources and make the relevant links that support NPELS pathways information for school programs and information sessions.
  • Provide regular reports to Leadership Team and Principal
  • Provide pathway advice to students who are at risk. This includes identifying these students in partnership with the Wellbeing Team and mentor teachers.
  • Implement Case Management Processes e.g. referrals, appointments, advice to students, documentation files and communication with Teacher Teams, Transition coordinators and Leadership when required
  • Case management of students who require additional support in determining and accessing pathway providers, including liaising with internal and external stakeholders e.g. parents, feeder mainstream schools and TAFE institutions.

The successful candidate will need the preparedness to work at any campus of Noble Park English Language School.

Able to drive or commute to any campus of Noble Park English Language School.

A VIT recognised EAL qualification.

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

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.

Location Profile

Thank you for your interest in the Career Teacher at Noble Park English Language School.  Our school is a multi-campus school which provides an intensive English language course for newly arrived migrants and refugees from non-English speaking backgrounds in the southeast Victoria region.

The students are introduced to the Victorian education system and assisted with settlement in Victoria.  The basis of the curriculum is the study of the English language; however, the curriculum aims to prepare students for life in Australia.  Many students have been displaced by war, economic hardship, or political persecution.  The school is committed to assisting students to regain trust in people and systems and to develop the self-esteem and confidence required to face the challenges of a new country.

At any given over 50 different language groups are represented.  The school provides a secure and caring learning environment where staff and students respect and tolerate differences between cultures and religions and caters for individual differences in language acquisition.

Since 2009 the school has expanded to four campuses due to changing settlement patterns in the region.  The main campus is at Noble Park and caters for both primary and secondary students.  Casey campus is located at Hampton Park and caters for primary and secondary students.  Our Springvale campus and Stonnington (Glen Huntly) campuses are for primary students.

Please provide a copy of your current VIT registration and certified copies of your qualifications with your application.

Career Teacher 2024 - FT (Classroom Teacher)

Job type:

Full time / From 11/03/2024 - 20/01/2025

Job classification:

Classroom Teacher

Contact:

Not provided

Career Teacher 2024 - FT (Classroom Teacher)