Primary Classroom Teacher

Manor Lakes P-12 College opened in 2009 and is located in Minindee Rd, Wyndham Vale. The college currently has an enrolment of 1950 students from P-12 and a similar enrolment is expected for 2019. The backgrounds of our students reflect both a cultural and socio-economic diversity. The college has a Student Family Occupation (SFO) of 0.592 which indicates that there is a level of disadvantage within our community. Approximately 16% of our student population come from a language background other than English. 

The vision of Manor Lakes P-12 College is `Dream, Believe, Inspire'. The college aspires to create a vibrant and harmonious community of learners who have a confident belief in their ability to learn, grow and succeed.

The college is committed to providing specific programs and opportunities for learners within our Designated Neighbourhood Area. A deliberate and considered approach is taken in the development of personalised learning opportunities for all children at the college.

We are proud of the steady development of the college and the culture of learning that is being embedded.  We strive to provide the best possible education for our students and support for our staff.  Our philosophy ensures that our teaching practice is focussed on our  students’ learning needs, and backed by current research about how students learn.

The college aims for an inclusive and welcoming culture for all families and students within our Designated Neighbourhood Area. We have established a number of programs and structures to provide appropriate learning environments and programs for all students including students with additional learning needs, complex and/or multiple disabilities. 

The college has developed many strong partnerships with local and wider community agencies and organisations.  We have partnerships with the Smith Family (Wyndham Community Hub & Learning for Life), Wyndham City Council (including the Wyndham Vale Community Learning Centre), and various educational settings (eg. Wyndham Community and Education Centre, Real Schools, etc.) and higher education settings (eg. Victoria University – Early University Program, AVID).

The college has and will continue to have a relentless focus of continuous improvement in all aspects of college life, particularly focussing on improving learning outcomes for all students.  All staff have been involved in Professional Learning Teams and School Improvement Teams to improve areas identified through data and evidence, and will work towards achieving goals as set out in the college’s Strategic Plan.

All new staff to Manor Lakes P-12 College participate in a comprehensive induction program which clearly outlines the college vision, expectations and pedagogical approaches.  Regular communication with all members of the community is achieved through keeping the college website, newsletters, Facebook, Compass, face to face meetings and information sessions and forums.  

Funding for the final stage of building works to complete the college has been obtained, with work expected to begin early 2019.  Administration and teaching spaces will be the focus of the building program. In addition to the built spaces, we have 18 relocatable buildings that house 34 classroom spaces across the college, a staff room and an office space for Senior Years staff.  We currently require more sporting spaces, including another gymnasium, Senior Years classrooms, facilities and office/administration spaces.  The outside areas of the college are developed in some areas, and a grounds development plan is being devised to ensure a systematic approach to grounds improvement. 

Our staff are committed to enhancing their skills and developing their capacity as teachers by involving themselves in professional learning opportunities (external and internal), coaching, mentoring, and being actively involved in Professional Learning Teams and the Professional Learning Community. 

SC1         Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2         Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3         Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4         Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5         Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

- 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

• 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.