Classroom Teacher

Dear Applicant, this position is to cover English, History and Geography at years 5-12.

Mortlake College is a Prep to Year 12 learning environment that serves the rural district surrounding Mortlake, a sheep, beef, cropping and dairy farming area about 50 kilometres north of Warrnambool. In 2018 our student enrolment is 216 and we have 19 teaching staff and 11 school support staff.

As a P-12 school we believe a great strength is our ability to provide a seamless transition between primary and secondary schooling as we have an extensive knowledge of every students' learning and social needs.

Our school has a focus on continuous improvement in every aspect of school life. We aim to maximise each student’s potential so that all will experience success. Our school goals focus on improving our students’ levels of achievement in all domains of the curriculum. Our school has three distinct learning teams to develop and deliver curriculum at the different stages of learning, acknowledging age appropriate needs. The physical layout of the school reflects the sub school groupings with areas for P-4, 5-7 and 8-12.

We have a ‘vertical curriculum’ for Years 8-12 which broadens the range of subject choices for students and provides a structure for students to work at a level more suited to their needs. A similar structure operates in the Years 5-7 sub-school.  

Our school provides students with the opportunity to excel in a range of ‘enrichment’ programs: performing arts (which includes production and festival performances); public speaking; instrumental music; sporting teams and camps and excursions at all year levels, including biennial tours of New Zealand and Japan. We combine the best of a traditional approach to teaching with innovative and exciting programs at all levels.

There is a strong partnership between parents and staff with a high level of participation in classroom programs such as 'Classroom Helpers' and also in broad school activities and programs such as the school productions.  

Mortlake College is proud of its achievements in student learning. We have a strong focus on literacy and numeracy at all levels. Individual Learning Plans strengthen our results by addressing the needs of individual students.

One of the great strengths of the school has been our excellent VCE results over a long period of time.

Our staff is committed to giving students the best possible chances to maximise their results through smaller class sizes and knowledge of individual student learning.

In the Attitudes to School Survey, our student responses are above the state average. This indicates that students at both the primary and secondary levels have a strong sense of belonging and an enjoyment of school. Positive Education principles were introduced last year and these are designed to provide students with an understanding of what factors assist in creating a sense of wellbeing.

We use the Restorative Practices model of behaviour management. Our staff has undergone extensive training in the model and it is practised across the whole school. Each student is aware that they will be held accountable for their behaviour and will be dealt with fairly and consistently.  

We have a very strong welfare support team across the school including a Welfare Officer, a school nurse, and a chaplain. We are committed to providing the best possible learning environment for all our students so that they can reach their potential and experience success.
 

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.