Job ID 1231952
Location Virtual School Victoria
Department Virtual School Victoria
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 07/28/2021
Begin Date 08/16/2021
End Date 12/29/2021
Contact Name John Voglis
Phone 03 8480 0000
School Website www.vsv.vic.edu.au
Virtual School Victoria is the state’s leading virtual school, offering around 135 courses online, including VCE subjects. With an annual enrolment in excess of 4000 students from Prep to Year 12, Virtual School Victoria is the largest state government school in Victoria. Around 1500 students are enrolled full time, while around 2500 students, most in years 11 and 12, complete subjects with us while based in other schools.
The Virtual School Victoria student cohort is both diverse and unique. We provide education to:
In addition to offering a host of teaching and learning courses approved by the VCAA, our specialist teachers provide students with individualised learning and support. Virtual School Victoria teachers are dedicated to building the confidence and resilience of each and every student. Like any school, our teachers regularly support and interact with students, but they do so in a different way to most schools: they do so virtually.
A Learning Advisor role is undertaken by all teachers as a core element of their teaching position at the Virtual School Victoria. Building positive relationships with students and their support network in overall aim of the role is to connect with and encourage students to belong to the school community in order to optimise their student engagement, learning and wellbeing outcomes.
Virtual School Victoria has recently launched Australia’s first Prep to Year 12 pedagogical model for online learning, strengthening our role as a system leader and building on our goal of consistently providing high-quality and targeted teacher practice. Instantaneous, real-time, interactive learning is a key to teaching at Virtual School Victoria. Teachers develop engaging learning materials and utilise our online Learning Management System to create real time and asynchronous collaborative teaching and learning opportunities for students.
Virtual School Victoria students learn by taking part in online collaborative and interactive activities, communicating and interacting with other students and by receiving personalised support and feedback from their teachers. Students participate in active learning targeted to their needs. Teachers use purposeful ongoing assessment strategies to ensure continuous student progress. Data forms an important component in this process and guides personalisation and changes to student learning programs.
Virtual School Victoria’s expertise in virtual learning has made us a school of choice for many students and the Victorian families who enrol their children with us annually.
Our vision is to see Virtual School Victoria as a system leader in online, virtual and blended learning: sharing our knowledge and expertise, and leading system conversations around digital learning. Virtual School Victoria wants to lead a community of practice that will evolve and strengthen digital learning in Victoria, and positively influence and support other schools to develop in this space.
Currently Virtual School Victoria is entering the second implementation year of the Government’s Expanding the VCE into Rural and Regional Victoria Initiative. The initiative will see VSV deliver all the VCAA VCE Studies Units 1 – 4 by 2023.
The Virtual School Victoria teachers work mostly in teams. As such it is important that all staff demonstrate effective teamwork. In particular, staff must be collaborative, cooperative and recognise the value of others’ contributions with a view to negotiating the best outcomes for teams, students and Virtual School Victoria as a whole. Leading teachers must be able to build and develop these teams.
Content of teaching and learning
Plan for and implement effective teaching and learning
Assessment, provision of feedback and reporting on student learning.
Creation and maintenance of supportive and safe learning environments
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:
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:
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.