,

Numeracy Tutor/Teacher

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

4 days remaining

Job Description

Location: Gippsland | Cockatoo

Job type: Full time / From 27/01/2023 - 26/01/2024

Organisation: Education and Training

Salary: Salary not specified

Occupation: Teacher

Reference: 1316162

Reference: 1316162

Occupation: Teacher

Salary Range: Salary not specified

Work location: Gippsland | Cockatoo

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

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

The successful applicant will be employed as a full time Numeracy Tutor. Pre-service tahcers may apply for this position if they have Permission To Teach.

College Mission Statement

Monbulk College promotes personal excellence in a caring environment. The College community has, as its highest priority, the encouragement and support of students in their commitment to the pursuit of excellence and the achievement of their potential in all endeavours: academic, physical, cultural and community.

 College Vision

Monbulk College aims to provide a challenging education in a stimulating environment which will enable students to:

  • Be creative and critical thinkers who actively contribute to society both locally and globally
     
  • Achieve their best in all endeavours
  • Develop into confident, healthy and resilient life-long learners.

Values

Monbulk College believes in and values:

Respect - treating self, others and the environment with integrity and honesty

Excellence - achieving your personal best in every aspect of college life

Responsibility - taking ownership of your personal and educational development

School Motto:    Achieving personal excellence in a caring environment.

 Context

Monbulk College was opened in 1963 and is a Year 7-12, co-educational college with an enrolment of 560 students and has a SFOE index of 0.36. It is located 50km east of Melbourne in the heart of the Horticulture Industry with many parents/students working in this field. Hospitality and Tourism are also large employers in the area.

Monbulk College provides a broad curriculum. In addition to offering a wide variety of VCE subjects, the College offers the Senior School Certificate which includes VCE/VET and the Vocational Major (VM). The VCE Vocational Major is a two year applied learning program within the VCE.

The College has a well-established transition program and Information Communication Technology is used extensively. The college runs an Instrumental Music program and has a Sister School relationship with Ujiyamada Commercial High School in Ise-shi, Mieken, Japan and Schwerin Sports Gymnasium in Germany. Monbulk College has successfully participated in state and national Schools Volleyball Competitions, regularly being placed in the top ten schools.

Monbulk College is an active member of the Dandenong Ranges Network and works cooperatively in joint ventures with surrounding primary and secondary colleges. Parents of the college are regarded as active participants in their children's education and display a pride in the College as evidenced by involvement in College committees and activities. An active student body, Monbulk Student Voice, is responsible for promoting student issues and concerns.

A major upgrade of the college has recently been completed and includes new state of the art administration, library, and STEAM facilities along with spacious classrooms.

Monbulk College is committed to maximising educational opportunities for all students, striving for ongoing improvement and enhancing our links with the wider community. As an e-smart accredited school the college has a BYOD program and addresses cyber safety. As a government college it ensures that processes are in place to ensure student safety in all areas and team leaders and the well-being coordinator are used to ensure the child safe standards are maintained by all employees. Year Level Teams are an important focus of the college in ensuring improved student outcomes in both learning and well-being. Professional learning through peer observation is a feature of the college and is part of the performance and development process which is completed by all teachers through Teams.

Numeracy Tutor/Teacher

Job type:

Full time / From 27/01/2023 - 26/01/2024

Job classification:

Not provided

Contact:

Mark Quinlan | 03 9751 9000

Numeracy Tutor/Teacher