Classroom Teacher - Maths (7-12) - Ongoing

At Hampton Park Secondary College (HPSC) our vision of learning excellence is underpinned by the HPSC values of Respect, Learning, and Working Together.  Our values inform our daily interactions and decisions, these values are embedded in our whole school practice and they are supported by the high expectations that embody our School-wide Positive Behaviour Support Program.

Since 2020, we have transformed our approach to learning by enabling students to be more empowered to take control of their learning.  We are committed to embedding an education model that is more student¿centred and focused on personalised learning pathways.  We have redesigned our learning programme to enable students to excel through this research-based future-focused model, ensuring all of our students benefit from deepened learning and improved educational outcomes.  In line with this approach is our recognition that all students are unique, and that each student brings their own distinct and individual passions, interests, skills, and knowledge into our learning ecosystem.

Our world is rapidly changing and so must our approach to learning.  Sir Ken Robinson reminds us that Schools Kill Creativity.  Professor Yong Zhao suggests that education requires a `Paradigm shift¿.  In 2019, HPSC joined Future Schools and commenced redesigning our curriculum and our approach to learning to enhance student engagement and learning outcomes.  Learning is categorised into three stages or `programmes¿:  Explore, Enhance, and Excel.  These programmes recognise the unique needs of each student as they engage in their secondary education and allow learning to be transformative, dynamic, and focussed upon growth.  Our programmes allow students to `move through¿ their secondary schooling experience in a way that better reflects their passions and abilities rather than their nominal `year level¿.  Hence, whilst many students merely survive their time at high school, students at HPSC instead thrive in an exceptional learning environment where they are empowered and supported to create an educational pathway that is as individual and unique as they are.

At HPSC, we strive to create a culture of learning that enables learning to be done with students, rather than to students.  Our innovative, tailor made approach to learning assists students so that no student is held back, and no student is left behind.  Learning is an organic process.  By creating optimal conditions for learning, students thrive.

HPSC is a large, culturally diverse learning community situated in the City of Casey growth corridor.  The current student enrolment stands at 1144 students with approximately 52 nationalities represented and 67 languages other than English spoken.  Sixty percent of students speak a language other than English at home, 27% of students are enrolled in English as an Additional Language (EAL) and 66% of students receive additional equity funding.  There are 5 Principal Class, 116 Teacher Class and 70 Educational Support Staff.

We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning.  If you believe that an innovative approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team.  To find out more about our College, we invite you to peruse our website (Hampton Park Secondary College (hpsc.vic.edu.au)) to access our 2022 Subject Handbook located under the Curriculum Tab.

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.

SC6     Demonstrate a strong commitment to implementing a 'student empowered' model of learning, 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.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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.