12 days remaining
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 27/01/2032
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1439855
SC1 Demonstrated knowledge and understanding of current literacy and numeracy strategies and intervention approaches.
SC2 Demonstrated knowledge of the Victorian Teaching and Learning Model and experience in planning for and implementing high impact teaching and wellbeing strategies.
SC3 Demonstrated exemplary interpersonal and communication skills that will enable you to facilitate conversations with a broad range of professionals, including both education and health personnel.
SC4 Experience in educating and supporting students who are neurodivergent and/or display behaviours of concerns in mainstream or special education settings. This includes an ability to effectively support students who have significant cognitive, social and emotional needs.
SC5 Commitment to professional development. Provide evidence of recent professional learning and its impact on your teaching.
Please note - no more than a 1 sided page response per criteria.
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.
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.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education 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).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
OTHER INFORMATION:
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SCHOOL INFORMATION SESSION:
We will be running a Teams information session for potential applicants. This meeting will take place on Monday 14th of October @ 4pm. Please email Sarah-Jane George at sarah-jane.george@education.vic.gov.au to book a place in the Teams meeting. Bookings are essential.
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.
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.
Purpose
Monash Children's Hospital School (MCHS) is a Victorian Department of Education (DE) school located within Monash Children's Hospital. The school has been established to provide education for children who are inpatients and/or outpatients of Monash Children's Hospital inclusive of Early in Life Mental Health Services (ELMHS).
Vision
Monash Children's Hospital School's vision is to ensure our young people will have access to high quality teaching and learning that will provide continuity of their education.
We aim to build a safe and supportive environment and culture, one that promotes positive relationships, values diversity and inclusivity and supports the holistic development of our students.
Values
Monash Children's Hospital School's values are: Collaboration, Inclusion and Excellence.
The Monash Children's Hospital School model allows education and health colleagues to work together as members of multidisciplinary treating teams. This provides a holistic approach to the care and education of the young person. Together health and education professionals align treatment and education, inform one another's practices, provide different perspectives of the child, utilise one another's strengths and build a holistic understanding of the young person.
We provide education to students from Foundation to Year 12 inclusive of all schools - mainstream, specialist and alternative settings.
3 Major Phases
Monash Children's Hospital School delivers education services alongside a patient's treatment, recovery and reintegration to school/education setting.
Treatment Phase
We establish and maintain contact with the young person's regular school in a supportive and confidential manner in order to provide continuity and connectedness with their learning. During this phase, MCHS staff members teach, liaise and advocate with, and for, the young person.
Recovery Phase
We engage with the young person's family, Monash Children's Hospital medical and health personnel, ELMHS treating team members and key staff from the student's regular school. This role assists the continuity of the patient's education while they are recovering at home. This is an important phase to make sure that the young person stays connected with their education and school.
Reintegration Phase
We provide support to the young person, their family and the base school to assist in a smooth and positive reintegration back to school/education. MCHS staff can provide advice about return to school planning and with other key stakeholders will develop strategies that further strengthen this process.
Inpatients Monash Children's Hospital School supports inpatients at the following sites: Monash Children's Hospital - Clayton Site Teaching at our Clayton site occurs in purpose built classrooms within our school on Level 2, in learning spaces on the wards and in patient's rooms. Monash Children's Hospital - Casey and Dandenong Sites Teaching staff are available on a referral basis for young people during a hospital admission. The teacher can provide roles such as teaching, liaising and advocating. |
Outpatients · Victorian Paediatric Rehabilitation Service · Acquired Brain Injuries (ABI) Clinic · Chronic Fatigue Clinic (CFS) · General Rehabilitation Clinic · Early in Life Mental Health Services (ELMHS) · CORE Program - in the community · Intake, Assessment, Consultation and Treatment unit (iACT) · Intensive Mobile Outreach Service (IMOS) · Endeavour Service - Neurodevelopmental Psychiatry · Child and Adolescent Mental Health Service - Early Action in Schools (CASEA) · Medical Clinics · Adolescent Medicine Clinics x 2 · Developmental Paediatrics Clinics/Turner Clinic x 2 · Victorian Fetal Alcohol Syndrome Clinic (VicFAS - Metro & Regional) · Cystic Fibrosis Department · Nephrology Department · ADHD Clinic · Healthy Koori Kids Clinic · Paediatric Refugee Health Clinic · Children's Health & Wellbeing Local · Pakenham Community Paediatric Clinic · Spina Bifida Clinic |
Outreach Monash Children's Hospital School supports the following ELMHS outreach program: · Wellness and Recovery Centre - Eating Disorders Day Program |
The role of classroom teacher may include but is not limited to:
Full time / From 28/01/2025 - 27/01/2032
Classroom Teacher
Sarah-Jane George | 03 8572 3100