Classroom Teacher - Capacity Building

Croydon Community School is a leader in the provision of education for students who are at significant risk of not completing secondary education. The school also manages a range of other programs in the eastern suburbs of Melbourne under the umbrella name of OPTIONS. This is one of two positions currently available within the Capacity Building team of OPTIONS and will require travel to multiple sites across the eastern suburbs. Although not expected at this time it remains at the Principal’s discretion to move staff from one position to another should the need arise.

The main focus of all Capacity Building programs is to achieve positive education outcomes for students in primary and secondary schools by building the efficacy of teachers and schools to work with them inclusively.  All Capacity Building work is based in effective international research and DET guidelines for inclusive education and trauma-informed approaches to social and emotional development.

Applicants for this position are required to be able to demonstrate exceptional skills and results in developing student learning outcomes across curriculum areas. There is also a requirement to deliver professional learning to schools, teachers and ES staff, both on an informal and formal basis, with the singular goal of achieving positive outcomes for students in their base schools.

This position is for an experienced and highly capable teacher who can motivate and engage teachers and school leaders to adopt new strategies which assist them to provide more effectively for highly challenging school-aged students who present with multiple challenges in behaviour and historic academic performance. The successful applicant MUST be able to demonstrate high level understanding of the needs of marginalised and vulnerable children and young people who may have experienced complex trauma, including the barriers, enablers and an understanding of a variety of strategies to engage each child or young person and progress his/her learning. Extensive skill in remediation of literacy and numeracy with this cohort of children is essential, hand in hand with the ability to teach others how to implement this within their classrooms.

The  successful candidate will possess:

• awareness and understanding in the teaching of remedial literacy and/or numeracy
• an understanding of teaching of remedial literacy and/or numeracy
• a wide repertoire of student management strategies at the ready, preferably with a background in School Wide Positive Behaviour Support.
• a knowledge and understanding of various pedagogical models including explicit instruction and problem based learning.
• the ability to make strong professional connections with students and colleagues
• the willingness and ability to adapt a ‘whatever it takes’ approach to making schooling a positive experience for all students
• the ability to support teachers to explore a wide range of inclusiveness strategies within a single classroom
• be comfortable with and willing to contribute to a strong whole school approach to problem solving and program design
• possess strong personal and interpersonal skills and the ability to contribute positively to an existing team of exceptional strength
• be able to provide relevant, research-based advice and strategies to schools and classroom teachers that result in changed practice within the base school
• understanding of various relevant DET policies relating to engagement, restraint and responding to challenging behaviour

  Applicants should also note that the positions present them with the potential for significant on-the-job training and the ability for professional growth well beyond the bounds of that usually possible in a single classroom situation.

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.

SC6         High level understanding of the needs of marginalised and vulnerable children who may have experienced complex trauma, including the barriers, enablers and the ability to engage each child and progress his/her learning

SC7         High level ability to achieve change in teacher practice and school culture, promoting an inclusive school environment, through the provision of links to current DET policies and AITSL standards.

SC8          A proven ability to implement and support others to adopt new approaches to teaching and classroom management which create more productive learning environments for vulnerable students.

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