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Classroom Teacher - 0.4

Job posted: 17/11/2022
Applications close: 30/11/2022 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Part time / From 27/01/2023 - 28/01/2024

Organisation: Education and Training

Salary: Salary not specified

Occupation: Education and Training

Reference: 1316065

Reference: 1316065

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Selection Criteria

SC1   Demonstrated understanding of DET initiatives in student learning and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian Curriculum.

SC2   Demonstrated high level classroom teaching skills and the ability to work effectively with students with additional learning needs.

SC3   Demonstrated ability to assess and monitor student learning data and to use this data to inform teaching for improved student learning.

SC4    Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5    Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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

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

VISION
The vision of the school community encompasses a commitment to achieving excellence in education for students with additional learning needs through a curriculum which integrates learning technologies with best practice in teaching and learning.

VALUES
The values embraced by the school community are:
- Respect
- Personal Best
- Inclusion
- Cooperation
- Honesty
These values are imbedded in the Student Code of Conduct and the Staff, Principal and School Council Codes of Practice.

CONTEXT
Located in Bundoora, a northern suburb of Melbourne, on two campuses, Concord is a specialist school which caters for students with mild intellectual disability between the ages of 5 and 18 years. Students come from a wide geographical area and a diverse socio-economic background. The Watsonia Campus caters for students aged between 5 and 9 years of age. The Bundoora Campus caters for 9 to 18 year old students. Both campuses are situated in attractive, well maintained grounds with excellent facilities which include:
- Discovery Centre
- Fully equipped gymnasium
- Food Technology Centre
- Art and Craft room
- Well-resourced library
- Physical Education & Performing Arts Centre
- Six school excursion buses
- Comprehensive and innovative eLearning facilities and resources
- Modern playground equipment
- Shaded outdoor playing areas

The school, with 150 teaching and ancillary staff, has a current enrolment of 460 students. Enrolment is dependent on eligibility criteria as determined by the Department of Education. Concord School supports integration into or from mainstream schools. Support services available to parent/carers and students include access to educational psychologists, speech therapists, occupational therapists and visiting teacher services. Intensive social competency programs also form part of the core curriculum across the school

Concord School is focused on student achievement and learning. Concord School is recognised as being a leader in the provision of education for students with additional learning needs and, as a specialist school, is highly regarded for its curriculum, learning technology programs and educational leadership.

The students are taught the mainstream Victorian Curriculum (Prep-Year 10) and VCAL (Year 11-12) curriculum however the educational pathway of each student is specifically tailored, through the use of Individual Learning Plans, to meet their targeted learning needs. The students are supported through extensive resourcing, small class sizes of 8-12, education support staff in each classroom and specialised staff including a school nurse, occupational therapists, speech pathologists and student wellbeing coordinators.

Concord School has a high level of commitment to a curriculum which integrates learning technologies with best practice in teaching and learning in order to enhance educational outcomes for our students. The Discovery Centre, a technology rich learning environment, has facilitated opportunities for our students, our staff and for staff from neighbouring schools. The Physical Education/Performing Arts Centre, Food Technology Centre and Library ensures our students have access to outstanding facilities and resources in these areas.

Staff members place a high priority on communication and work with parent/carers in Student Support Groups to communicate and discuss individual Student Learning Plans. These plans focus on the development of learning outcomes based on the course content of the Victorian Essential Learning Standards. Student progress is closely monitored against these learning targets through extensive formal and informal assessment.

Student achievement is celebrated to promote increased self-esteem and self-confidence to assist students to become independent in their work and acknowledge participation at school. At Concord we expect that students will develop respect for others and achieve personal excellence.

The values of the school are promoted through all curriculum areas and emphasised through student responsibility areas such as the Student Representative Council and other student leadership programs.

Concord School provides many enrichment programs such as:
- Work Experience
- Travel Education
- Excursion / camping programs
- Swimming programs
- Inter school sport
- Electives
- Presentation Ball
- Perceptual motor program
- Annual Christmas concert, performing arts concerts and incursions
- Bike education
- Walkathon
- Footy Day

The school looks forward to continuing to meet the challenge of educating our students so that each can continue `To be The Best I Can Be’.

Classroom Teacher - 0.4

Job type:

Part time / From 27/01/2023 - 28/01/2024

Job classification:

Not provided

Contact:

Jason Coningsby | 03 9467 3972

Classroom Teacher - 0.4