Address Location Profile
Information about Balwyn High School, its ethos, programs and the Strategic Plan 2021 - 2024, Vision, Values and Mission Statement can be obtained at our website www.balwynhs.vic.edu.au
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
A classroom teacher at Balwyn High School is charged with the responsibility of designing and delivering an educational program for their students which is consistent with the aims and objectives of the School including those articulated in the School's Values and Vision Statement.
These focus on:
- developing curriculum programs that cater for students preferred learning styles and to develop students as autonomous learners
- integrating the use of computer-based learning technologies into the curriculum to enhance educational outcomes for all students
- caring for students as individuals by catering for their physical, emotional and academic needs using recent educational research to inform best practice.
Responsibilities
adopt strategies which will improve the quality of the teaching and learning that occurs in their classroom and which will ensure that all students make progress
integrate the use of appropriate computer-based learning technologies into their classroom programs
be actively involved in the school's professional learning program and a professional learning team
implement the school¿s Values and Vision statement
undertake direct teaching of groups of students and individual students and other non-teaching supervisory duties as determined by the School principal
keep abreast of all activities and developments in the School
be actively involved in curriculum design, shared and collaborative practice
contribute to the school's co-curricular program and to participate in activities such as parent/student/teacher meetings, staff meetings, camps and excursions
contribute to the development, implementation and evaluation of a curriculum area or other curriculum program within the School
participate in school decision making processes
carry out the teaching duties as required by the Principal of the School
comply with the timetable at the School
perform their official duties with skill, care, diligence and the professional standards
create a positive environment conducive to learning for the students of whom he or she is in charge in line with the school's student well-being and pastoral care policies
give full cooperation and assistance to the Principal and all other members employed at the school in the development and implementation of the course of study to be followed in the school and in the performance of their respective duties
in accordance with any directions of the Principal, assess the educational development of students, compile and maintain records of that development and provide reports to parents
comply with any Government policies and legislation
observe safe working practices
assist in protecting the buildings and grounds of the school from damage; and
undertake other classroom teaching related and organisational duties as determined by the school Principal
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
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
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
Other Information
Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
· A specific response to all of the selection criteria and position details. It is suggested that applicants limit their response to not more than 7 pages
· the names and contact details of up to three referees who can provide information regarding the applicant in relation to the selection criteria
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.
