English Teacher

Melton Secondary College is a single campus, co-educational school for students from Years 7 to 12. The College has developed a reputation as a school where all students are supported to grow as successful learners in a positive learning environment. The college has an enrolment of 1100 students and is anticipated to continue to grow in the coming years.

The College Vision is a flourishing learning community achieving high levels of academic growth and bright futures for every student. Our motto, Academic Excellence asserts the high expectations we have to achieve the maximum level of learning and success for every student. Our STARR Values, Success, Team Work, Ambition, Respect and Responsibility remind staff, students and parents about how we must conduct ourselves every day in order to achieve this goal.

Every student and member of staff is a leader at Melton Secondary College and there is a relentless focus on high quality instruction, building confidence to meet the learning challenge, achieving a measurable impact on learning and purposeful and supportive collaboration. These elements have also informed our approach to Student Leadership and Voice and students take on roles leading significant programs and improvement projects across the College.  

The College Pedagogic Vision outlines the direction for the development of high quality teaching and learning and our intention that every student learn at least one year of learning every year. This requires instruction and content to be differentiated and targeted to meet the learning needs of individual learners.

The curriculum program has been designed to meet the needs and interest of all students preparing them to be active citizens who embrace the world with confidence with skills that enable them to thrive in the 21st century.

The College instructional model, LEARN lies at the centre of a broader teaching and learning framework and provides purpose and structure for student learning and a guide for teacher professional learning. The College has an extensive program of tiered interventions to support academic and social/emotional learning progress for every student.

Teachers work in Professional Learning Teams to evaluate the impact of teaching and programs and design interventions to support students to achieve the next stage in their learning. Classroom teaching practice is fostered by a well-developed approach to coaching, mentoring, regular classroom observations and feedback. 

For further information, or to arrange a tour of the school, please contact the College on 9743 3322, or visit our website: www.meltonsc.vic.edu.au

When submitting your application please ensure that you have addressed the key selection criteria and provided the names and current contact details for three confidential referees

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