Secondary Generalist

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Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the...

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Company: Department of Education & Training Victoria

Location: Shepparton & Goulburn Valley

Work type: Full Time

Salary: n\a

Phone: +61-3-5391-8737

Fax: +61-8-7808-3203

E-mail: n\a

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Detail information about job Secondary Generalist. Terms and conditions vacancy

Location Profile


Are you passionate about your role as a teacher?

Do you want to make a positive difference in the learning and social outcomes of students?

Do you believe that all staff are leaders?

Do you believe that students should be at the centre of our improvements and decision-making?

If you answered “Yes” to these questions, you may be just the staff member that we would love to have as a part of our team at McGuire College.

McGuire College is a co-educational, Year 7-12 secondary school located towards the south east of the city of Greater Shepparton, approximately 175 kilometres north of Melbourne.

College facilities include a main building with parallel wings of classrooms connected to a more recently established reception and general administration area.  External to the main building are additional teaching spaces, a canteen and gymnasium. A large grassed sporting field is available for students are the rear of the college. 

The student population in 2018 is 600 students with slightly more females than males. Five percent of students are indigenous and 25 percent are students with English as an Additional Language (EAL).  The enrolment trend at the College was declining prior to 2016 but has since commenced growing,  to an anticipated 640 in 2019.

The College is staffed in 2018 with 80 FTE staff, which includes 50 teaching staff and 30 Education Support Staff. The leadership profile consists of a Principal, two Assistant Principals and 6 Leading Teachers.

The college offers a comprehensive curriculum aligned to the Victorian curriculum with increasing numbers of elective studies offered in Year 10. The college offers Select Entry Accelerated Learning (SEAL) classes from Years 7 to 9 and an EAL program from Years 9 to 12.  Students at Year 10 have the option of fast tracking into later years study.

In 2018, the College is excited to be releasing the first stage of Curriculum Transformation that is aimed at Year 7.  This will be based on the Victorian Curriculum with a strong focus on building 21st century competencies and engagement into all subject areas.

To enhance literacy and numeracy the college is involved in a network of schools organised by the University of Melbourne (UMNOS).  In addition, a Science Technology Engineering and Mathematics (STEM) program involving staff at the College was embarked on in 2016 to specialise in these areas for students in Years 7 and 8.

There is an extensive range of later years study pathways with the Victorian Certificate of Education (VCE), Vocational Education and Training (VET) courses and the Victorian Certificate of Applied Learning (VCAL) as the major options. 

The wellbeing and engagement of students is supported by an extensive Wellbeing Team, which also leads our School Wide Positive Behaviour System.   Literacy and numeracy support is available for students in Years 7 to 9 and through intervention programs and additional classroom assistance. The College offers a range of camps, excursions and enrichment opportunities such as music, instrumental music, school productions, competitions and sporting activities.

The College has formed a partnership known as the Better Together Alliance (BTA) with the other government secondary colleges in the area, sharing resources and supporting all students with a larger range of senior studies across the colleges. The BTA also has partnerships with Goulburn Ovens TAFE and La Trobe University.

Selection Criteria


SC1         Demonstrated understanding of initiatives in student learning including the High Impact Teaching Strategies 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 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.

SC6       Demonstrated commitment to establishing and maintaining a safe and supportive learning environment through positive teaching and modelling of the school values and School Wide Positive Behaviours Interventions and Support (PBIS) system.

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

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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