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Classroom Teacher - Humanities

Job posted: 23/06/2022
Applications close: 10/07/2022 (Midnight)
8 days remaining

8 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 25/07/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1284512

Reference: 1284512

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Western 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.

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

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

College Profile

Vision

St Albans Secondary College is dedicated to providing an environment that values excellence, is respectful of all members of the community and which inspires each individual to achieve their potential, and to take their place with confidence in a changing society.

At St Albans Secondary College, we hold these values and guiding principles:

  • We show leadership by taking responsibility and being committed to our vision and to each other
  • We demonstrate respect and fairness to each other
  • We show integrity at all times by being open and honest
  • We take pride in our achievements and strive for academic excellence.  We value critical thinking, creativity and risk taking in our learning.

Our vision, values and guiding principles combine to create a safe, supportive and well managed environment where every student is guided and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.

Context

St Albans Secondary College is a 7 - 12 co-educational school located 18 km to the northwest of central Melbourne.  The College is proud of its history as the original secondary school in the area, and of its continuing role as an educational focal point within the community of St Albans and surrounding suburbs.

The St Albans community has welcomed new arrivals to Australia since its establishment in 1956, and this is reflected in the culturally and linguistically diverse backgrounds of our students, as well as in the multicultural vitality of our community. The vast majority of our students come from non-English speaking backgrounds, covering 53 different nationalities.

Consistently strong enrolment figures allow the school to maintain flexibility in both staffing & curriculum, and, so, to effectively address the educational directions valued by the whole school community: the academic, social and personal development of its young people.

The curriculum is organised into 9 key learning areas, and a comprehensive range of VCE and VET studies, together with a challenging VCAL program, are offered at the senior years. Also offered one Certificate III in Music, Information and Digital Media Technology and Applied Fashion Design, and Certificate II in Kitchen Operations, and our school is a member of the Brimbank VET cluster of schools.

St Albans Secondary College has consistently been recognised as a high performing Victorian Government school. Research undertaken by the Department of Education and Training (DET) and the University of Melbourne in 2008 identified our school as one of eight schools that achieve ‘extraordinary success’ given the socio economic characteristics of their school community. In 2015, the growth achieved by our students in reading and numeracy was recognised by the national curriculum and assessment body, ACARA, with the school identified as ‘having demonstrated substantially above average gain in NAPLAN results’. Growth in Literacy and Numeracy continues to be strong, and VCE results, in particular, are outstanding with a median study score of 30 maintained over 4 years, and an average over this period of 90% of Year 12 VCAL and VCE students exiting to University and TAFE pathways.

Our commitment to foster the academic and personal development of each student, to guarantee high quality teaching and learning in every classroom, and to provide a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture. A Managed Individual Pathway for each student from Years 9 to Year 12, and the induction and support programs we provide to assist students as they transition through the school, are equally critical to students’ success.

The Select Entry Accelerated Learning (SEAL) program is offered to gifted and talented students from Year 7 right through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs such as the Kwong Lee Dow Scholars program, and consistently gain entry into top-level tertiary courses. Literacy and numeracy intervention and coaching programs assist students who need additional support with their skills in these areas, as does the English as an Additional Language program for newly arrived students, and the intensive support our specialist team in the Individual Needs program.

A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment has also contributed to the College's excellent student outcomes, as has our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular and interschool sports program. The reintroduction of Houses has enhanced students’ sense of pride and connectedness and provided them with additional leadership opportunities. The wellbeing of students is supported by a comprehensive allied health team, and by our work over the last 18 months with Andrew Fuller on resilient mindsets.

St Albans Secondary College is an accredited provider of education for international students. Our reputation for academic excellence has attracted 50 students from overseas who are currently completing their secondary education with us. Our local and international parent communities are integral to the success of this program, and to the support provided to the students.

The school has committed to a sustained program of facilities upgrading in order to improve the learning and work environment for students and staff, and this is evident from the front gate to the sports oval.

We have built a strong, positive school culture where effort and achievement are valued and recognised. The friendly, supportive, caring atmosphere of our school is very often commented on by visitors.  Students are able to articulate the high expectations that the staff and parents hold for them and they appreciate this. 

St Albans Secondary College is a community where staff and parents work together with, and for the benefit of, students. Staff are deeply committed to the academic progress, and personal development and wellbeing of each student.

 

Classroom Teacher - Humanities

Job type:

Full time / From 25/07/2022

Job classification:

Not provided

Contact:

Tracey D'Elton | 9366 2555

Classroom Teacher - Humanities