Classroom Teacher

  • Victoria State Government - Education and Training
  • Melbourne VIC, Australia
  • 11/01/2021
Full time - Fixed Term Teaching

Job Description

Location Profile

Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong. It is made up of four Prep – Year 8 campuses, one senior campus (years 9-12) a Family Centre, an Early Learning Centre and a Trade Training Centre.

NBC moved to a three sub-school structure in 2020 to further develop the ‘One School – One Team’ ethos; which emphasises the core business of Student Learning as a focus underpinned by a strong consistent well-being framework.

Across the college, staff work in teams focussed around four Professional Learning Communities; Year P-2, Year 3-6 and Year 6-9 & Year 10-12. These teams meet regularly in Campus based groups and also as college wide groups to implement data informed strategies to support continued improvement of learning outcomes for all students.

Organisationally the college has been arranged into three sub schools for 2021 with each sub school led by a College Assistant Principal. For 2021 these sub-schools will be – Hendy P-8 Campus and Peacock P-8 Campus Sub School; Wexford P-8 Campus and Tallis P-8 Campus Sub School; Goldsworthy Year 9-12 Sub School. Additionally the College Assistant Principal – Student Enrichment Programs will lead a portfolio that includes oversight of programs that connect students with external agencies and further educational opportunities as well as providing executive leadership to NBC facilities including the NBC Family Learning Centre and the Geelong Industry Trade Training Centre.

The vision of Northern Bay College is to instil community commitment, confidence and high expectations in lifelong learning by:

  • Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
  • Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
  • Developing young people who are engaged, motivated and challenged to fulfil their potential
  • Maximising educational opportunities and creating purposeful and diverse pathways for all students
  • Developing partnerships with other schools, community organisations and business

The College embraces a growing cultural diversity that includes Culturally and Linguistically Diverse students from non-English speaking backgrounds and a significant indigenous population. The College supports the needs of these students through a structured EAL (English as an Additional Language) and the Marrung Strategy.

Northern Bay College is characterised by its core values:

Collaboration

The responsibility to actively work, plan and learn together in a flexible learning environment and to share our resources and learning with others.

Outcomes

To provide Corio Norlane communities with the highest quality educational programs in the best possible, world class facilities with a vision to instil community commitment, confidence and high expectations in lifelong learning.

Respect

The staff and students at Northern Bay College respect the College CORE Values without discrimination abiding by the basic principles of Freedom, Respect, Equality and Dignity.

Equity

At Northern Bay College we believe that our students have a right to quality at all times – quality teachers, quality resources, quality leaders, quality tasks, quality relationships, quality learning environments, quality facilities, quality outcomes and quality experiences.

In Summary

We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.

Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Role

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.

Responsibilities

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.

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.

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

No job description available

Conditions of Employment

  • 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.
  • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Program Benefits

No job description available

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Subject

English and Literature,   Mathematics,   Other Subjects  

School Type

Secondary

Job Closing Date

24/01/2021