Classroom Teacher - English/Humanities Incentive Payment

Mickleham Secondary College opened in January 2023 and is located in Mickleham, approximately 39 kilometres north of Melbourne.

The College currently has 350 students in Year 7 & 8, and will progress by adding a new Year 7 cohort each year. The first phase of building has been completed and the school has a capacity for 800 students. Our facilities include:

• an administration building with a library, staff offices and amenities
• a learning neighbourhood building
• a science building
• a materials technology building
• a community hub building with a competition-grade basketball/netball court, canteen, music, drama and food technology teaching spaces
• 4 outdoor hardcourts
• a sports field.

Phase 2 is planned in future subject to funding and will allow the school to accommodate 1200 students with an additional learning neighbourhood building and visual arts building.

Mickleham Secondary College is located in a new residential estate on an expansive 20 acre site, with modern landscaping and situated next door to the newly opened Merrifield Recreation Reserve. Our school is surrounded by an engaged, vibrant, supportive community. Mickleham Secondary College has close ties to the local community, with strong support from local organisations and community services. The school has a culture of professional learning where observations, walkthroughs, coaching, data and academic research are expected practice.

Vision

At Mickleham Secondary College our vision is to co-create an inclusive, supportive learning community where people strive to achieve their best. 

Mission

Mickleham Secondary College¿s mission is to make a difference to each individual and provide them with the best opportunities for their future.

Values

Mickleham Secondary College¿s values are Achievement, Respect, Community, Honesty. 

Achievement reflects the purpose of education in that, all students should be aiming to achieve their personal best. Recognising that our own achievement will look different to others. Achievement means that students maintain a focus on their learning, improving their skills and knowledge and achieving their personal best. 

Respect means being respectful to ourselves and one another. We value individual differences. Maintaining a positive attitude and behaviour towards others also allows us to become role models. 

Community is built through everyone working together to support one another. We value our school community and the wider community. We aim to build a sense of belonging, pride and positivity within our community.  

Honesty is important to develop and ensure we are truthful, trustworthy and live with our values in mind. This involves being responsible and having integrity. 

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 data literacy and 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 and School Values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6     Demonstrated outstanding professional and personal attributes including collaboration, humility, and an improvement focus. The ability to balance high expectations of all learners with inclusivity and positive education practices which maximises student engagement, a love of learning and improves learning outcomes.

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

Applications should be prepared in a standard font such as arial or Calibri at size 11 or 12.

Applicants are advised to include: 

• A cover sheet providing the name of applicant, VIT number, home and email addresses, telephone number where applicant can be contacted during business hours 
• A specific response to each of the six selection criteria with no more than one page per criterion 
• A separate CV that is a summary of experience and qualifications 
• The name of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant 
• Applicants should ensure they submit their cover letters, CV's and selection criteria all in ONE document. 
• Document should be saved as the applicant's name 

Incentive payment will be broken down with $2000 paid during first term of work, and $3000 paid after 12 months.

Late applications will not be considered. 

• 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

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.