Teacher Grad Recruit Program
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the...
Summary about this job
Teaching - Secondary
Company: Department of Education & Training Victoria
Location: Mornington Peninsula & Bass Coast
Work type: Full Time
Salary: n\a
Phone: +61-8-6361-9289
Fax: +61-2-1734-7662
E-mail: n\a
Site: n\a
Detail information about job Teacher Grad Recruit Program. Terms and conditions vacancy
Location Profile
Location Profile
At Rosebud Secondary College, our purpose is:
- To learn together in a safe and respectful community
- To encourage self-awareness, resilience and personal best
- To prepare each individual for their future pathway.
College Motto
Minds Conscious of Right (Mens Conscia Recti) – Do the Right Thing
College Values
Our college purpose, motto and values are intended to ensure all our students achieve their potential.
Our college values:
- Respect
- Personal Best
- Belonging
- Responsibility
Context
Rosebud Secondary College is located towards the southern end of Victoria’s Mornington Peninsula. The area has a steadily growing population within a unique seaside environment. Most employment is in the fields of retail; trades, hospitality and tourism while a growing variety of agricultural pursuits add diversity to the many natural attractions of the region.
Within this setting, Rosebud Secondary College is a large secondary college with an enrolment of approximately 1000 students across Years 7 to 12.
The College has maintained a proud tradition over an extended period of time for providing outstanding educational and co-curricular opportunities for its students which has ensured strong social cohesion, high levels of academic progress and success for the broad range of students enrolled in the College. Student success in the VCE is high and approximately 75% of Year 12 students continue to tertiary studies. The college has high expectations for student achievement in all areas of study including VCE, VET and VCAL. All streams are available to students through the senior years.
Because of its size, the College has a significant physical, financial, and human resource base. These resources are used to support and promote the widest possible range of educational, sporting, creative and cultural activities that add value to learning and assist in individualizing education for each student. Approximately 30% of families qualify for CSEF. Although there is considerable economic diversity within the community, the overwhelming majority of students are of English speaking backgrounds.
The College is keen to include in its staff people who can contribute to the design and implementation of innovative structures and programs that will help to build upon the College’s strengths and to enhance its capacity to meet the learning needs of all students. Currently there is a significant focus on the reporting process and the tracking of student learning gain. The college has a BYOD computer program and has recently implemented the use of Google classroom. A high quality and consistent approach to curriculum development and implementation is a requirement of all staff at Rosebud.
Rosebud Secondary College believes building healthy and positive students is a key to their academic outcomes. We have a comprehensive student tracking system with a clear internal referral processes. We have some exciting initiatives in place including the development of the Wellness Pavilion, MindMatters implementation, B.A.S.E (Be Active, Sleep and Eat) and mindfulness meditation, and the implementation of the Doctors in School program.
Selection Criteria
SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated capacity 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 ability 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 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 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
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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