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Classroom Teacher - Generalist

Job posted: 13/05/2022
Applications close: 26/05/2022 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 11/07/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1278660

Reference: 1278660

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

Questions can initially be emailed to bronwyn.harcourt@education.vic.gov.au in preference to telephone contact.

SC1    Demonstrated knowledge of one relevant curriculum area, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning styles, achievement levels and personal interest variations within a single class within this curriculum area.

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated capacity to monitor, assess and authenticate student learning growth in formative ways. Demonstrated capacity to use multiple sources of data and narrative to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated capacity to establish and maintain collaborative professional relationships with students, parents, colleagues, and the broader school community to support student wellbeing, engagement, and learning.  

SC5    Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

SC6     Personal use of emotional intelligence characteristics to manage self and others in respectful and caring ways.

SC7     Demonstrated desire to work with at-risk young people and colleagues to achieve a minimum of one year’s growth in learning outcomes each year, for all students, regardless of learning disability, personal characteristics, or previous attainment.

 

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

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

Note: Subject area is of secondary importance for this role. We are looking for a teacher with character strengths in kindness, gratitude, fairness, curiosity and bravery.
   
Croydon Community School is a leader in the provision of education for students who are at significant risk of not completing secondary education. Factors which impact on students who enrol at Croydon CS include:


•    Extended breaks in their previous education
•    Mental health issues
•    Traumatic experiences in their past and/or present
•    Low learning confidence
•    Deficit literacy and numeracy skills
•    Deficit personal and social skills
•    Diagnosed and undiagnosed disabilities
•    Gender and sexual identity
 
These factors mean that the school’s design and preferred way of working with students and their families/carers does not align with mainstream education, nor with everyone’s personal philosophies. If you are not truly passionate about using a ‘whatever it takes’ approach and having students at the centre of every decision you make, our school and this job are not for you. It is not fair on the young people at our school who have suffered traumas and require a very special approach, and too tough a gig for you personally if you do not have the personal strengths to match this approach.
 
The school assesses where necessary against the Victorian Curriculum and VCAL requirements of DET and VCAA, whilst under the Big Picture Education design at all year levels. Previous experience in a Big Picture is not required, but a strong belief in Big Picture’s 12 Distinguishers and philosophy, and an unwavering commitment to teach ‘One student at a time in a community of learners’ is essential. For more information see  https://www.bigpicture.org.au  A strong working knowledge of this model is not essential for applicants,
but belief in unlimited possibilities for student growth and success, regardless of starting point, and being totally committed to doing whatever is necessary to achieve student growth in academic, personal and social learning is essential.
 
The school focus is to build strong, appropriate relationships with students and to develop feelings of safety and confidence within each student so that their ability to learn new things is maximised. Deep understandings and a maturity to behave professionally when working with students and their families/carers is essential.
 
Every student has an individual learning plan written by them in consultation with teachers and family/carers every term. Assessment of learning is conducted in Exhibitions which students present to teachers and families at the end of every term. Diagnostic assessments are also regularly completed, although our preferred focus in on formative assessment and the measurement of growth ahead of achievement levels. The school is also a member of the Maroondah Positive Education Network and explicitly teaches the program. More information about the school can be found at our website www.croydoncs.vic.edu.au
 
This position is for a Generalist Teacher who is excited and open to learn lots about Big Picture Education; working in a trauma-informed way; being open to new ways of ‘doing school’; and contributing to a positive staff team.
 
The successful applicant will work under the close guidance of our Learning Specialists and Leadership team. They will have responsibilities within an Advisory, consisting of up to 17 students who spend their week learning together. Patience and a quiet persistence are required characteristics for the successful applicant.
 
This position is for a generalist teacher with a personal love of learning, who has hope for all young people, holds justice and fairness as essential moral beliefs, and approaches everything they do with excitement and energy.  The goal is to improve every students’ learning growth, and to foster them to adopt new beliefs which assist them to increase student growth by a minimum of one year each school year, regardless of their starting point. The successful applicant MUST be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with our marginalised and vulnerable children and young people who may have experienced complex trauma.
 
Applicants for this position are required to be able to demonstrate appropriate knowledge of the Victorian Curriculum and be both willing and able to apply these skills to the innovative approach of Big Picture Learning design. Applicants must also be able to demonstrate a consistent history of learning and a high degree of emotional intelligence.
 
Applicants should indicate in their responses to KSC their method areas, other passions and interests and how these will contribute to the school community.
 
Other relevant data to the school includes:
•    Less than 5% of students live in the areas close to the school. Some travel for over an hour each way to attend.
•    Currently 25% of the students are receiving additional funding under the Program for Students with Disabilities.
•    Currently 20% of the students are living in Out of Home Care
•    100% of students have additional needs, including learning disabilities, serious mental health issues, severe behaviour disorders and severe language disorders.
•    Approximately half the students have a diagnosis of, or display many of the characteristics of, autism spectrum disorders
•    75% of students commence significantly below expected levels in literacy and numeracy
•    Mapping to Victorian Curriculum and VCAL learning outcomes are done by teachers in the background and must not be used as negative motivators for students. Big Picture Education is our driver.
•    Future work in assessment and reporting will focus on ways to implement a learner profile and improve our Graduation Portfolios
 
The characteristics of our students and curriculum program require teachers to:
•    Have a growth mindset
•    Be curious
•    Be open to frequent coaching
•    Have a wide and growing repertoire of student management strategies at the ready
•    Possess the ability to make strong professional connections with students and their families
•    Possess the willingness and ability to adapt a ‘whatever it takes’ approach to making schooling a positive experience for all students
•    Be adept at supporting students to explore a wide range of interest areas within a single classroom
•    Always implement the Big Picture Distinguishers philosophy in their teaching and relationships with families, community agencies, and colleagues
•    Possess strong personal and interpersonal skills 

Classroom Teacher - Generalist

Job type:

Full time / From 11/07/2022

Job classification:

Not provided

Contact:

Bronwyn Harcourt | 03 9724 2900

Classroom Teacher - Generalist