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 ability to plan, deliver and teach programs and curriculum which are considerate of the learning needs and perspectives of students from culturally diverse backgrounds, including those of Aboriginal or Torres Strait Islander descent.

 SC6    Demonstrated skills and ability to engage vulnerable and high-risk students and an ability to develop differentiated learning programs for this cohort.

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 in order to improve knowledge and skills to better engage students and improve their learning.  At The Pavilion School, the classroom teacher has responsibility for teaching across all the subject areas of the VCAL certificate at Foundation, Intermediate and Senior level.  There is an expectation that all teachers work in collaboration with other teachers and with wellbeing staff members to provide quality outcomes for students. This role primarily involves providing additional support to existing classes across both campuses

As the classroom teacher gains experience their contribution to the school program beyond the classroom increases.

The responsibilities expected of teachers at all classification levels are to:

• Engage in ongoing professional learning to improve their practice
• Draw on resources and frameworks provided by the system to inform their work and classroom practice
• Work collaboratively with professional colleagues to improve teaching and learning within the school
• Use multiple sources of feedback on their classroom practice to inform their professional learning goals.

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.

Responsibilities of this teaching role include:

• Teaching class groups made up of students with mixed age and abilities.
• Contributing to the development, implementation and evaluation of integrated curriculum.
• Facilitating “circle time” at the commencement and conclusion of each class.
• Participating in collegiate practice, professional learning, instructional Coaching, secondary consultation, staff meetings, excursions and electives.
• Working alongside student wellbeing staff in every class so that a holistic approach is maintained.
• Developing curriculum for students at VCAL foundation, intermediate and senior levels, including students who have significant gaps in their education.
• Developing individual learning plans for each student.
• Undertaking other non-teaching supervisory duties as determined by the Pavilion Principal or Instructional Coach.
• Working alongside other Pavilion staff to deliver classes and programs that are considerate of the cultural backgrounds of Pavilion students.

Working alongside other Pavilion staff to deliver classes and programs that are considerate of the cultural backgrounds of Pavilion students, including those of Aboriginal or Torres Strait Islander descent

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.

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

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

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.

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

The Pavilion School is a Victorian state secondary school for students who have disengaged from or been excluded by schools or education providers.  It is under the auspice of Charles La Trobe Secondary College and has two campuses, one in Preston and one in Epping.  Pavilion students present at school with a range of behavioural difficulties and every class is supported by wellbeing staff.  At the Pavilion, students work in small groups and participate in the Victorian Certificate of Applied Learning through to year 12.

Teaching staff at the Pavilion work in professional learning teams and teach across Literacy, Numeracy, Work Related Skills and Personal Development subjects.  Pavilion staff have a proven ability to work with high-risk youth and experience dealing with students with a complex range of personal issues. It is essential that Pavilion staff members are willing to follow a shared theoretical approach, along with its practical application, so that the successful implementation of the Pavilion model can be maintained and enhanced. 

At any given time, Aboriginal and Torres Strait Islander students can account for approximately 15-30% of the Pavilion student cohort. To better support our Indigenous student population, prospective applicants of Aboriginal or Torres Strait Islander background are strongly encouraged to apply.