English/Humanities Secondary Teacher

Warrandyte High School was founded in 1978 and is situated in a green wedge on the rural fringe of Melbourne.  Though just 20km from the CBD, the suburb of Warrandyte has much in common with a small rural town. The School facilities are set in tiered, natural, bushland, creating a calming, safe and supportive atmosphere. The School is building a strong reputation for excellence in academic and creative achievement. Through a holistic approach where every student is valued and supported to achieve their personal best, the school encourages students to grow as individuals and participants in the wider community. Recognizing the strong link between self-efficacy and learning, the school promotes student voice, leadership and agency as well as our school values of Respect, Excellence and Integrity.

In 2022, Year 7 enrolments arrived from more than 20 primary schools. Warrandyte is a predominantly white Anglo-Saxon community, which is reflected in the School¿s enrolments with 98% of local students having English as the main language spoken at home. The school has grown its cultural diversity by actively marketing for International Students, opening an English Language School on campus, and entering into a sister school relationship with Suzhou Industrial Park Xinghai Experimental Middle School, China.

The School is organized into three sub-schools. Junior School (Years 7 and 8), Middle School (Years 9 and 10) and Senior School (Years 11 and 12). Where the focus moves from transition into secondary school, through consolidation and development self and community, then onto academic maturity and transition into tertiary studies or the workplace.

Warrandyte High School actively embraces the Framework for Improving Student Outcomes (FISO) Framework and in particular, the ten High Impact Teaching Strategies (HITS). From this came our whole school Instructional Model. Teachers meet regularly to undertake professional learning, analyse student data, collaborate, and develop innovative classroom practices. Twice a year students formally provide teachers with feedback regarding their learning and the teaching strategies they are experiencing. We introduced Student Voice groups to further empower students and give them an authentic voice regarding all aspects of their Warrandyte High School experience, both inside and outside of the classroom.

Students at Warrandyte High School are encouraged to challenge themselves academically and physically to pursue individual interest.
¿ English, Mathematics, Science and Humanities Immersion programs in Years 7 and 8 and the Taking the Challenge program in Year 9 extend the broad range of core and elective subjects offered in the Middle School.
¿ Year 10 students are given access to all our VCE subjects providing opportunities for breadth, extension and acceleration.  In 2022 over 50% of our Year 10 students are enrolled in one or more VCE subjects. 
¿ VET programs are offered on-site and through a local cluster arrangement.
¿ Our Head Start Program offers School Based Apprenticeships and Traineeships to our senior students.
¿ We have an Elite Sports Academy which offers Basketball and AFL Football Programs for boys and girls across all year levels.
¿ The School¿s visual and performing arts and digital media programs are acknowledged for their excellence and innovation.
 
There are extensive opportunities for students to participate in a host of camps and cultural immersion experiences across all the year levels. Every year we have a dynamic musical production which involves students from all year levels. We have the 4 day Year 7 camp in the Halls Gap region, the Year 9 Melbourne City Experience, the Year 11 tour to Central Australia and Kakadu, and our Italy and China cultural immersion trips which are open to students from Year 8 to Year 11. 

Student leadership opportunities include: School Captains, Sport, Music and Production Captains, Class Captains, Student Representative Council, membership of School Council, membership of the School Improvement Team and membership of the Student Voice Teams.
 
Recognition of student achievements occurs through the School newsletter, the School Facebook page, our annual Awards Evening, the VCE Art Show and at sub-school and Year Level assemblies.

In 2022 Warrandyte High School has 30.1 FTE Teaching staff, 2 Principal class and 13 FTE Education Support staff.

General:

• The school fosters close links with parents and the broader school community through its commitment to open and regular communications.
• The school commits to the active sharing of its vision and goals to ensure school community engagement in the school¿s strategic plan.
• The school guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and life.
• The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential.
• All students will receive instruction that is adapted to their individual needs.

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.

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.