Physical Education Teacher

Mount Ridley P-12 College was founded in 2009 and is located in the City of Hume, one of Melbourne's rapid growth corridors. Situated on a 13.66 hectare site along Hampton Street in Craigieburn and approximately 26 kilometres north of the CBD, the College includes provision for both primary and secondary students and currently has an enrolment figure of just under 2300 students across the whole College.  The current College's Student Family Occupation (SFO) level is 0.62. 

The College offers curriculum provision and facilities for students in Prep to Year 12 governed by a single School Council. It incorporates an innovative and flexible design to meet new and changing pedagogical approaches to State education. Located adjacent to the Maternal and Child Health service developed by the Hume City Council, the College works closely with the Craigieburn Child and Family Centre in integrating learning and teaching programs so as to achieve a seamless transition into primary school. Adjoining recreation facilities established by the Hume City Council, Stockland, the AFL and the Calder Cannons Football Club are also providing opportunities for shared ventures. The College has developed a Community Garden project which is focussed on providing students of all ages with the opportunity of working with outside community groups for the purpose of learning, applying and sharing practical sustainability and healthy living skills.

The College has recently been re-structured into four Mini Schools:

• Early Years (Prep – Year 4);
• Junior Years (Years 5 – 7);
• Middle Years (Years 8 and 9); and
• Senior Years (Years 10 – 12).

Each Mini School is overseen by an Assistant Principal assisted by a team of Leading Teachers.

Mount Ridley College is well serviced by a range of facilities.  Buildings in the Early Years Mini School are based around Learning Neighbourhoods with creative, interactive and reflective spaces in each neighbourhood. There are Prep, Years 1 and 2 and Years 3 and 4 Learning Neighbourhoods. The creative spaces are used for small group work and for problem solving or project based work.  A common space in the centre of each Learning Neighbourhood is used for larger group work and team teaching.  An art learning area is also incorporated into each Neighbourhood. In addition, there is a separate music space, a multipurpose room and gymnasium that can be used for the performing arts and indoor recreational activities. A canteen, library and designated administration area providing easy access to the Assistant Principal, senior and support staff service the Early Years Mini School.

The Junior Years Mini School consists of two Learning Neighbourhoods incorporating art facilities, large interactive learning and teaching spaces, lecture and creative studios, computer labs and specialist science rooms. Years 5 and 6 students are exclusively accommodated in one of the Learning Neighbourhoods, whilst Year 7 students are located in the other Learning Neighbourhood.  Each Learning Neighbourhood has flexible learning areas that promote creative, interactive and reflective practices. An administration area servicing the needs of the Mini School is based in one of the Learning Neighbourhoods, accommodating the Assistant Principal, support and senior staff. Teaching teams are also located across the two Learning Neighbourhoods.

Students and staff in the Middle Years Mini School are accommodated in two Learning Neighbourhoods, along with a number of re-locatable general purpose classrooms.  Specialist facilities in one of the Learning Neighbourhoods include a Science laboratory, computer suite and a combined Art and Technology room.  In order to support students, an administration hub is located in one of the Learning Neighbourhoods, accommodating the Assistant Principal and student management team.  Year 8 and 9 students are also located in distinct Learning Neighbourhoods.

The Willandra building incorporates counselling, administrative and teaching and learning spaces for our Years 10 – 12 students..  A Community Hub has also been incorporated into this facility to support and expand our numerous business and community alliances.  Adjacent to this building is our Languages and Professional Learning Centre, which services our Italian and Japanese Languages program, EAL Classes, Sister School partnerships and International Students Program along with professional development programs for staff.

A full sized gymnasium for Years 5 – 12 students; a synthetic grassed futsal playing field; undercover hard-court; two synthetic surfaced basketball courts; a grassed football/rugby oval; numerous hard-courts; and synthetic surfaced combined running track and soccer field allow our students to keep active.  The recent addition of a strength and conditioning gym provides both Middle and Senior Years students with a state of the art facility that supports the achievement of health and fitness goals.

For students interested in the arts, the Performing Arts centre includes a music studio, instrumental music learning pods, drama room, and exhibition gallery and stage area.  Our Art and Technology facility (DICE Centre) boasts a series of external courtyard areas which allow students to undertake projects involving the use of materials such as paint, clay, wood, metal and fabric. A senior student art studio, lecture theatrette, exhibition area, and high-tech computer lab are also available for student use.

The College’s Main Administration building houses a student cafeteria, conference facility and 150 seat tiered auditorium. State-of-the-art hospitality/food technology classroom kitchens are directly linked into the cafeteria's commercial kitchen facilities so that it can be utilised as an added resource for students. A Resource Centre featuring a computer lab, a quiet reading area, internet style café, exhibition and display areas, and reference and research spaces provide students with a variety of learning opportunities.

Our Student Services and counselling facility provides students and their families with easy access to a range of services provided by specialist staff such as a medical doctor, psychologists, speech pathologists, youth workers, etc.  Each Mini School is also assigned a full time qualified student counsellor who provides assistance to students experiencing wellbeing issues.

The Prep to Year 12 nature of the College offers great advantages. Comprehensive curriculum and transition programs allow the College to cater for the needs of all students through their various stages of development. Indeed, there is an emphasis on the social, emotional, cultural and academic needs of all students in order to develop their full potential. Through a caring and safe environment, individual students are encouraged to think, reflect and develop into life-long learners so that they can take their place in society as informed, responsible and active citizens of the global community.

Select entry programs such as ACED (Acceleration, Challenge, Enrichment, Discovery) cater for capable and committed students who are able to meet its academic rigours, whilst the Elite Sports Program (ESP) has students accessing exclusive sports training and intensive conditioning.  A Middle Years High Achievers Class and VCE High Achievers Club (MHAC) also provide opportunities for students to focus on achieving high levels of academic excellence.  Alongside this, a range of programs including the Program for Students with Disabilities (PSD), English as an Additional Language (EAL), Oral Language, Language Support, Little Learners Love Literacy, Corrective Reading and Numeracy Intervention provide specialised assistance aimed at meeting the specific individual learning needs of students.

The College has expended considerable time and resources on building social capital, creating structures, refining practices and establishing effective staff teams.  Flexibility, creativity and collaboration form the basis of our success and staff at the College are required to demonstrate a willingness to take on these approaches.

Mount Ridley College is defined by:

• A well balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development;
• Challenging, innovative and creative approaches in learning and teaching practices that embrace the delivery of cross-curricula programs, including the extensive use of Applied Learning Tasks for Prep to Year 9 students and a full range of post compulsory pathways for Years 10 to 12 students ;
• Highly skilled, versatile, dedicated and caring staff committed to life-long learning and developing the full potential of each student through the implementation of an effective personalised learning program;
• The active participation of staff in TaLT (Professional Learning teams)
• Shared educational responsibility between parents, staff and students;
• Seamless transition for students as they progress through their various stages of development; and
• Effective channels of communication that promote trust, positive interactions and strong links with the wider 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

Applicants should refer to the Staff Code of Practice located on our website. It should be noted that all College staff are required to work in teaching teams and deliver teaching and learning programs which are not restricted by traditional classroom and disciplinary boundaries.

Applications should include:

• A cover sheet providing your name, home address and telephone contact details;
• A specific response to the selection criteria with regard to the position advertised;
• A summary of experience and qualifications; and
• The names, contact details and email addresses of three referees who can provide information regarding your application in relation to the key selection criteria.  Please note that referees other than those nominated may also be contacted.

The successful applicant will be required to undertake duties 4 days (0.8) per week.

• 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.