Classroom Teacher - Graduate - Art

Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Role

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

Core responsibilities include:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co-curricular programs

Who May Apply

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Diamond Valley College is a mid-sized secondary school that lies on the northern urban fringe of Melbourne. As such, it caters for students that live in the suburban areas of Diamond Creek, Hurstbridge and Doreen and those that live in smaller rural communities including Kinglake, St Andrews, Panton Hill, Wattle Glen, Kangaroo Ground, Arthurs Creek and Strathewen. This brings a unique diversity to the college, which is not comparable to neighboring secondary schools and one that is valued by our community of students, staff and families. We continuously work together to ensure that the college values of Respect, Responsibility and Excellence are upheld in all that we do.

The College is undergoing continuous transformation with an upgrade of facilities planned over the coming years. Funding of $2 million granted in 2016 saw the development of a master plan, identifying key areas for improvement and how it could be prioritised to maximise benefits for teaching and learning. Stage one of the redevelopment was completed mid 2018 with the opening of the Performing Arts Centre, highlighting new music facilities and a 150-seat theatre. The Resource Centre was also upgraded to include a redesigned Library, general-purpose classrooms and maker space. With a further commitment of $4.9 million, the college has undergone the stage 2 of its redevelopment, with the completion of a new Science Centre and upgrades to student amenities and areas of the Technology Centre.

With a current enrolment of 740 and over 800 for 2023, the college has the capacity to provide a broad range of curriculum options and supports the pathway goals of all; yet small enough to provide the pastoral care that our students and families seek. We are currently entering a period of the growth with an increase in year 7 enrolments since 2018, stabilising at approximately 175 students in 2021 and 2022 This allows for the growth and development of programs to support the learning opportunities for students, The College has made a commitment to strengthening relationships through a whole school commitment to the Berry Street Education Model.

Diamond Valley College retains a strong connection with its local community, and works with them and local primary schools to ensure that the needs of our students and the communities they come from are met. The College offers a number of specialist programs: a High Achievers program that is attracting stronger enrolments and a Sports Academy established in 2018, which extended to year 10 in 2020 and is now inclusive of AFL, netball, basketball and tennis, along with a support program for elite gymnasts.

A broad and inclusive curriculum is offered to Years 7 to 9 students, with an emphasis on increasing student agency as a focus in more recent AIP's and staff Performance and Development plans. The Senior Sub School provides an extensive VCE program, a well-established VCAL and opportunities for varied VET options offered by the Northern VET Cluster. A comprehensive extra-curricular program that includes leadership, sport, music public engagement, camps and overseas travel supports this.

Since 2017, a focus has been on the refinement of the DVC teaching model and consistent teaching practice. With an emphasis on regular peer observation and learning walks, a focus has been on clear learning intentions, identified success criterion and the identification of high impact teaching strategies to improve student-learning outcomes.