Classroom Teacher: Art

AUBURN HIGH SCHOOL is a co-educational 7 to 12 school located in Hawthorn East, with a culturally and linguistically diverse student population serving the communities of Boroondara and Stonnington. The school opened in January 2014 and has an SFO of 0.19 and a student population of around 650.

The school is structured around a number of specialisms and programs- French Binational, Select Entry Accelerated Learning (SEAL), Science, Engineering, Mathematics and Technology (STEM), as well as offering a broad general curriculum. Sport and extracurricular activities are also offered. The Auburn High School vision is underpinned by the motto ‘Thinking Beyond’ with the key aim of achieving high quality student outcomes. A key focus of the school is to encourage curiosity and creativity within a global perspective. Our values - DARE - are represented by Diversity, Aspiration, Respect and Excellence.

Auburn High School is the only Victorian government secondary school to be offering a binational French program. The French program is internationally recognised and offers students a creative, dynamic and modern approach to language learning. The program has been designed to meet the requirements of both the Victorian and French governments (ie. it meets the Victorian Curriculum requirements as well as of the French instruction officielles).

At Auburn High School the curriculum is purposefully designed using the Understanding by Design (UbD) Curriculum Framework. Teachers use common curriculum templates for developing and documenting what is taught and learning sequences. We are currently in partnership with The University of Melbourne (UMNoS project) and are establishing a common instructional model at Auburn, underpinned by high yield teaching strategies to improve learning. All staff work collaboratively in teams to develop and review curriculum, collect data and measure student progress. Staff observations form part of our professional learning and staff share practices in staff forums.

Auburn High School is focused on excellence across all areas including the Arts and PE and Sport. There is an extensive extracurricular program in the school that is growing and many opportunities for student leadership. Auburn High School is going through an exciting stage where there is growth in enrolments and the development of an innovative and positive culture. 

Staff with appropriate skills have been selected to deliver these programs with the goal to establish Auburn High School as a new and outstanding choice for students and their families. The work of teachers at Auburn High School sits within a Teaching and Learning Framework where staff will be expected to model our four R’s to foster Relationships with the school community, to establish and maintain Rigour through the setting of high expectations, to provide Relevant and contemporary teaching and learning practices, and to be Responsive in their teaching, through the adoption of the ‘Powerful Learning Model’ approach.

For more information see the school website: https://www.auburnhs.vic.edu.au/

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.

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.

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.

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.

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

Please restrict your response to the Selection Criteria to six (6) pages.  This restriction EXCLUDES your CV/resume which should include your relevant experience as well as personal particulars (name, address, email and contact number/s, current VIT registration number).

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.