Address
Form of workLocation: Melbourne | Southern Metropolitan
Job type: Full time / From 27/01/2023
Organisation: Education and Training
Salary: Salary not specified
Occupation: Teacher
Reference: 1321406
Selection Criteria
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.
Role
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.
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
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.
Who May Apply
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.
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. 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 726 801 or email on: brett.west@education.vic.gov.au
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
Other Information
Position Description
To be able to teach English to Years 7 – 12
To have an understanding of the developmental continuum for English and VCAA requirements for VCE English
To be involved in the general teaching program as required by the College
To actively pursue and apply learning as it relates to the development of improved pedagogy which maximises the learning environment of our students
Working with an awareness of what is happening in the College and performing roles in such a way that makes it easier for the next person to perform theirs
To contribute to the relevant learning areas in curriculum development in accordance with the DET requirements and school policy under the direction of the Curriculum Leaders of the College
To use Learning Technologies in the delivery of the Curriculum in order to improve learning outcomes for students (Note: 1:1 Bring Your Own Device program operates in Years 7 to 12)
To contribute to the attainment of College goals and milestones as articulated in the Strategic Plan and Annual Implementation Plan
To contribute to the extracurricular programs within the College
To assist in the promotion of the College image to the broader community
To undertake other duties as directed by the Principal
To be involved in educational leadership within an appropriate area
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.
Location Profile
Purpose: Mordialloc College students aspire to achieve their Personal Best in all endeavours.
Our mission is to provide a stimulating learning environment where all students feel safe and supported to succeed in a wide range of opportunities and pathways. Our students will become confident, successful, and invested members of our community and beyond
Values: Values are shared beliefs about how we work together. They influence our choices and provide a framework to guide our intentions, actions and decisions in the workplace and in the communities in which we operate. The following four core values we believe will lay the foundation for our future success.
Personal Best - Work to the best of your ability. Pursue excellence, try hard and constantly seek to improve.
Integrity - Be true to yourself by doing what is right. Be honest and trustworthy.
Respect - Treat everyone with equal consideration. Be accepting of others and their differences.
Responsibility - Be accountable for your actions. Contribute positively to the school and wider community.
Community and Demographics: Mordialloc College is located immediately adjacent to the eastern beaches of Port Phillip Bay and enjoys excellent bus and rail access to neighbouring municipalities
It is a single campus 7-12 college and has been an integral part of the local community since its establishment in 1924 and celebrated 90 years of education in 2014
A diverse range of families from mixed demographics and an SFOE of 0.3056.
The school has grown significantly over the last six years. With 247 Year 7 students in 2021 this takes our whole school enrolments to just over 1200 students in 2022 (including international students.) The school population will stabilise at this number as we will only be taking 200 students into Year 7 in future years.
Gender mix across the College is slightly uneven with male students comprising 58%, although in some year levels it is a 50/50 split.
Enthusiastic and professional staff comprising of 4 Principal Class, 90 teachers and 36 ES staff. Over 60% of staff have been employed in the last four years in response to our most rapid growth years.
Educational: At Mordialloc College we are committed to maximising learning opportunities for all students with Quality Learning Principles and Restorative Practices Philosophy, along with an emphasis on high expectations forming the basis for future direction and improvement. Our teaching and learning practices are aligned to the Curiosity and Powerful Learning framework developed in conjunction with Monash University.
Strong whole school focus on Literacy and Numeracy
Innovative programs and high expectations coupled with a strong focus on student wellbeing
Outcomes in student achievement, engagement and wellbeing place the College among the highest performing state secondary schools
The College has a strong culture around professional learning and coaching as reflected in our dedicated PLC (Professional Learning Communities) meeting time and collaborative planning time together totally two hours on a Wednesday afternoon, with an early dismissal of students at 2.30pm. We also have a weekly staff workshop on Monday afterschool. In terms of staff Professional Learning we are mainly focused on two of our Key Improvement Strategies in the latest Strategic Plan: Improve teacher capacity in VCE with a focus on teacher expectations of student capability, assessment and moderation knowledge and content development from year 7-12 and Improve teacher capability to differentiate learning, engage in moderation and provide feedback process to improve learning.
A two sub-school structure introduced in 2011, with students in Years 7-9 allocated to the Middle School and students in Years 10-12 allocated to the Senior School
VCE results – 100% of eligible students successfully gained their VCE and since 2018 we have achieved some of the best VCE results in the school’s history
Diverse interests and abilities catered for in our VCE, VET and VCAL courses
Excellent destination data with 100% of students who applied gaining a tertiary placement
Accredited SEAL (Select Entry Accelerated Learning) program, part of the exclusive SEAL academy
Sports Excellence Program in Netball, Basketball and AFL introduced in 2020 for Year 7 students. This program is now for Years 7-9 students.
Strong co-curricular program in the performing arts, visual arts and sport
A growing international student program and the provision of a language centre onsite
Strong transition program has been in place over the past eleven years with our feeder primary schools including visits to each school, visits to MC and delivery of specialist programs e.g. Science
Technological: Currently a BYOD for all students, Year 7-12 students
Range of desktop computers, Mac computers and banks of laptops/netbooks/ipads are located throughout the school
Mix of interactive whiteboards, projectors and large flat screen TVs in all rooms
Google Apps and Classroom is our learning management system
Compass package for reporting, wellbeing, attendance, event approvals and payments, and parent-teacher interviews bookings
Environmental – Grounds and Facilities: The College has a new two storey Year 7 and 8 Learning Centre including 14 classrooms.
In addition:
There is a recently refurbished senior school precinct including classrooms, office spaces, study centre and landscaping with outdoor seating and shade sails.
A new Wellbeing Centre opened Term 4 2022
The four outside Basketball & Netball Courts are being completely upgraded from asphalt to blue plexipave with new fencing, lines, posts etc.
Flexible and collaborative teaching spaces also exist in our BER building for Science and the ICT rich student resource hub
Expansive and well established grounds
Since 2020 part of the Stephanie Alexander pilot program in Secondary Schools
Since 2017 a new Performing Arts Centre with canteen attached and a new PE/Sports Stadium
