Job ID 1232127
Location Emerson School [Multiple Location Campus]
Department Emerson School
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 08/01/2021
Begin Date 08/16/2021
End Date 09/30/2022
Contact Name Carland,Lynn
School Website www.emersonsc.vic.edu.au
1430 Heatherton Road, Dandenong, 3175
Ph. 9791 8900: Fax 9791 3489
THE SCHOOL PROFILE
Emerson School is a specialist school that provides a dynamic range of programs for primary and secondary students with mild intellectual processing disabilities.
It is a school with a reputation for providing quality services to a region that includes Rowville in the north, Cranbourne in the south, Mulgrave/Springvale in the west and Bunyip/Pakenham in the east.
Since opening its doors in 1973, Emerson School has grown to be one of the largest specialist schools in Victoria with over 2200 plus students having participated in Emerson’s programs since its beginning.
Four concepts underpin the spirit of Emerson School:
The Development of Student Personal Competencies
In preparing students for a fulfilling and exciting life, Emerson school needs to evaluate the progress of individual students in a wide range of competencies that include:
The learning opportunities for Emerson students are delivered by:
The seven major learning areas are:
The unique quality of the curriculum at Emerson School is the way in which the major learning areas are applied to meet the individual needs of every student. The broad range of curricular programs address the educational, therapeutic, developmental and pre-vocational needs of all students. The learning program is strengthened by a strong co-operative bond that exists between parents, students and staff. Without this co-operation, programs would not reach their full potential.
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-curricular 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.