Classroom Teacher

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Our college community values education and shares a common vision of quality education for all students. We are committed to providing students...

Summary about this job

Teaching - Primary

Company: Department of Education & Training Victoria

Location: Melbourne

Work type: Full Time

Salary: n\a

Phone: +61-7-1667-8684

Fax: +61-3-2281-1145

E-mail: n\a

Site:

Detail information about job Classroom Teacher. Terms and conditions vacancy

Location Profile


Baden Powell College is a two-campus college consisting of Derrimut Heath Primary School and Tarneit Prep-Year 9. Derrimut Heath Primary School opened in 1992, is located thirty kilometers west of the GPO in Hoppers Crossing and has a current enrolment is 415 students from Prep to Year 6.

In 2008, Tarneit Prep-Year 9 opened and caters for students from Prep to Year 9 and is located at Baden Powell Drive, Tarneit.   The Tarneit campus operates in a climate of rapid growth and has a current enrolment in excess of 900 students.  The design of the Tarneit campus is innovative with large flexible learning and teaching spaces.  A commitment to team work is essential.

Our college is very proud of its practical, functional buildings and well-maintained grounds. It is also an active member of the local community of schools in the Wyndham network with several members of staff involved in educational activities beyond the College.

Victorian government schools are child safe environments. Our school actively promotes 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 the child safe standards. Our Child Safe Policy and Child Safety Code of Conduct reflect our commitment to the safety of all our students.

Our college community values education and shares a common vision of quality education for all students. We are committed to providing students with the skills, knowledge and values necessary to be effective members and leaders of our society. Our mission is to educate our community through the provision of leading edge educational services, products and practices. Our motto is Looking Forward, Staying Ahead. 

A dynamic leadership, and a team of dedicated and innovative staff, facilitate a balanced curriculum. Teachers provide a rich, student centered, integrated curriculum with daily programs dedicated to literacy and numeracy development and weekly programs in The Arts, Physical Education, Technology, LOTE (Italian) and Information Literacy. The learning needs of all students is provided through the implementation of a highly effective and efficient Program for Student with Disabilities, Language Support, and Individual Learning Plans. The College is now involved in the Positive Behaviors Program, implements the CASEA Program and has a commitment to a restorative justice approach to student management. We are a Lead School in the Respectful Relationships Program, and we were a Pilot School working with Deakin University in the development of Intercultural Relations as a School Program.

There has also been a commitment to empower the whole school community to access, effectively utilize and embrace ICT.

At Baden Powell College, students are provided with a range of opportunities where they can develop and practice leadership skills within and beyond the school. The College has a partnership with local Rotary clubs who provide support to Student Leadership programs ‘Interact’ and ‘Earlyact’. A team of School Captains and Vice-Captains, Sports Captains and Class Captains as well as Student Councilors and Peer Mediators, ensure that they represent the ideas and aspirations of their peers. Our student-centered curriculum ensures all students have opportunities to achieve their personal best.

The college sets high expectations for all of the community including teachers, students and parents and is reflected in the college code of conduct. The introduction of the Peer Mediation Program has supported students in our goal for our schools to be a happy, safe environment for all students with a zero tolerance policy and Restorative Justice Culture. We have achieved accreditation through an extensive audit of our policies and procedures conducted by AMAZE the peak body concerned with raising the profile and awareness of all people with Autism.

The college community supports the development of a positive school image throughout the wider community. Parent involvement is reflected in classroom programs, curriculum resourcing, active involvement in school council, committees and parent club activities. The school provides Out of Hours School Care Service for parents, Early Years Training, Information Evenings, parent teacher interviews and informative newsletters to assist in the development of a connected community College concept. Compulsory school uniform is required at both the Derrimut Heath and Tarneit Campus.  Student Council meets with senior staff members regularly. College Council meets every third Tuesday of each month. Parents and Friends meet on the second Monday of each month.

Our focus at all times is on the individual development of each student, with a commitment to positive reinforcement and celebration of his or her success. We believe that children progress through developmental learning stages when certain conditions of learning and basic needs are met. In the learning environment, children are immersed in a range of meaningful experiences guaranteed to facilitate ongoing educational development. 

Selection Criteria


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.

Role


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.

Responsibilities


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.

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


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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values


The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information


- 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

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.

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