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Form of workNote: Vacancy is in a Prep class with a current enrolment of 15 students.
Altona College is a unique P-12 community sitting within the established bayside suburb of Altona. The Altona Early Years hub sits onsite, providing direct pathways and a structured transition from kindergarten into the primary years.
The college is a vibrant, growing community of learners. Strong relationships are fostered with our families to ensure an ongoing and successful partnership. The primary school years are positive and challenging as the children develop confidence about themselves as learners and in their interactions with others. A seamless transition occurs from primary to secondary education where high expectations are set for learning and future pathways are explored and planned as the students enter the later years. A partnership with the WYNBay LLEN network enables students access to a broad range of VET programs, with our young adults having access to VCAL and VCE.
The college enrolment for 2024 is 710, from Prep to Year 12, with substantial increases expected each subsequent year. A planned capital works program of $8.3m has just been completed where spaces have been transformed. The state-of-the-art facilities have been designed to foster innovation, creativity, and skill development in the sciences, digital and design technologies, visual arts, STEAM and primary learning. A dedicated new, purpose built senior centre supports our young adults, as they grow and mature, providing break out spaces, study areas, access to teaching staff, careers counselling and wellbeing support with flexible learning areas that transform to exam centres. This guarantees that our learning environments will continue to provide for a 21st century education.
We know from research according to Professor John Hattie 2016 that the biggest factor in determining student learning is the quality of teaching in classrooms. Our teachers are learners too, they work together in professional learning teams to analyse and discuss student data ensuring learning programs are targeted to individual needs. Our college is committed to the state-wide Professional Learning Communities initiative setting a firm foundation for our future. We aim for excellence and commit to improving the learning outcomes for every individual. Technology is an integral part of our teaching and learning programs across the college.
Our values reflect our growing community and vision for the future:
Innovation, Respect, Integrity
These key values underpin our school wide positive behaviour program and are forefront in our vision, future planning and practices. We will continue to focus on specific skills that assist students to strengthen their relationships, build positive emotions, enhance personal resilience and demonstrate curiosity, creativity and confidence.
Altona College is committed to a culture of success where all learners experience growth. We have high expectations of ourselves and know that the challenges associated with learning provide opportunities for personal and academic development. We strive for excellence in education and ensure that students are the agents of their own learning. In valuing innovation, respect and integrity, we seek to provide opportunities for our students to be resilient and future-focused learners. As educators, we are curious as to our effect on student learning and engage in continuous and collective evaluation of this impact.
Our college is committed to child safe practices.
We are seeking dedicated and innovative staff to share and develop our vision within our unique community.
Nathan Guthridge (Principal)
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 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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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 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
- 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.
