VCE French / EAL Teacher

Parkdale Secondary College is a zoned school  located in the southern suburbs of Melbourne. It has a reputation as being  community focused and providing students with a safe, engaging and supportive learning environment where success for each student is paramount.  Parkdale Secondary College  provides a dynamic and stimulating learning journey. Each student is challenged to grow, develop their potential, become an active learner and  be an effective and caring member of the wider community.

The College vision, structure and programs are reflected in the Parkdale Building Block Framework; the Parkdale Principles -¿5Ps¿  - guide student expectations and  learning: Punctuality, Preparation, Purpose, Participation and Probity. The College¿s Teaching and Learning framework is shaped by the Melbourne Declaration and enacts the DET and ACARA requirements.

Parkdale provides a diverse range of curriculum. Programs have grown over the past 5 years with the curricular and co-curricular offerings providing students more opportunities and options.

The Junior School ¿ Year 7 and 8 - exposes students to a breadth of curriculum.  There is a focus on student connectedness, relationships, and collaboration. A small number of teachers work with the one tutor group for 2 years. Year 9 is the transition year with students undertaking discipline based units, four days of each week  with the CONNECT program operating each Wednesday. 

In Year 10, students begin their pathways program within the senior vertical timetable. Three distinct pathway programs operate in the senior school ¿ Year 10/VCE, VCE + VET, Applied Learning/ VCAL/VET.  These programs are complemented by the Year 10 Learning Journeys program focusing on pathways, resilience and student connectedness and the VCE program including SACs, study approaches and pathways planning.

Students can also access the enhanced learning programs that are outside the traditional curriculum: the Arts Enhanced Program (AEP) in music and dance; the Elite Sports Program (ESP)¿ AFL, soccer, basketball, netball, triathlon, and golf; the Writing Is Necessary Program (WIN) and the Science, Technology Enhancement Program (STEP) with the themes of Dissections, Formula 1, Robotics and environmental investigations. The growth in these enhancement programs has been in response to student demand for high level program engagement.

A comprehensive Wellbeing Program based on authentic relationships with tutors and teachers is supported by a Wellbeing Team including a qualified Psychologist, counsellor and Wellbeing Officers.  

The College has strong links at the local, national and international level. We want  our students to develop a global perspective. Parkdale Secondary College has developed the Parkdale Community Precinct. This precinct includes indoor sporting facilities, theatre and performing arts areas,  Children¿s Hub, external playing fields and car parks. A governance model has evolved through the cooperation of the partners ¿ the City of Kingston, Mordialloc Community Centre and Parkdale Secondary College, with the model now a blueprint for other schools and local governments. The precinct caters for many thousands of community members each week.

The educational vision has been complemented by the upgrade of physical space to allow 21st century pedagogy. The College has largely been rebuilt since 2010. Stage 1 was completed in 2010 with Stage 2 of the program completed in 2013: three new Gyms; Visual Arts Centre with 8 rooms; Performing Arts Centre with a 350-seat Auditorium; 2 Music Classrooms; 3 Tuition Rooms; a Green Room and a Foyer. The new Senior School Centre was completed in May 2014 and the Children¿s and Family Intergenerational Hub was completed in August 2014.

The focus of improving student outcomes has always been central to the College vision. The use of data to inform College Council, staff, parents and students on the progress of the College, Year Level cohorts, classes and individual students is regularly undertaken. Teachers reviewing their practice underpins professional learning, Curriculum workshops and the review process. The move to a common instructional model ¿ CDT- has led to a focus on consistency in curriculum development and implementation and the development of differentiated formative and summative assessment. This continues to be a central focus of the College¿s teaching and learning processes.

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.