Classroom Teacher

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

Job Description

Location Profile

MISSION STATEMENT

VISION

At Braybrook College, all members of the school community strive for excellence within a safe and supportive environment. Diversity is valued and students can develop the academic and social skills necessary to contribute to local and global communities.

CORE PURPOSE

  • To provide a challenging, engaging and inclusive curriculum.
  • To maximise literacy and numeracy skills.
  • To provide co-curricula opportunities which will widen the breadth of experience and extend the range of knowledge and skills of each student.
  • To provide the learning opportunities and employability skills which will allow students to access a variety of pathways.
  • To encourage students to become independent and life-long learners by fostering a strong work ethic.
  • To prepare students for the future by developing emotional wellbeing, initiative, self-confidence, communication and decision-making skills.
  • To develop cooperative, respectful relationships which foster a sense of belonging and promote understanding and acceptance of others.
  • To ensure students develop cultural, environmental and social awareness.

BEHAVIOURS (Underpinning Vision/Core Purpose)

Braybrook College believes that in order for students to have successful learning experiences it is necessary to have a partnership where parents, the staff, the wider community and the students themselves all make significant contributions and learn together.

Together, the members of the Braybrook College community strive

1. To learn to their full potential by:

  • Appreciating and enjoying learning
  • Fostering a strong work ethic by developing learners’ resilience, persistence and sense of responsibility
  • Valuing learning as a life-long habit
  • Recognising that everyone has something to offer and can experience success
  • Seeking to understand a broad body of knowledge and participating in a range of college activities
  • Developing creativity together with critical thinking, problem solving and communication skills
  • Sharing knowledge, expertise and resources to continuously improve performance

2. To contribute to a supportive and cooperative environment by:

  • Behaving responsibly, fairly and by treating all with mutual respect
  • Demonstrating a sense of pride and commitment to the college community
  • Accepting individual differences and celebrating diversity
  • Role modelling cooperative relationships and being supportive towards each other
  • Displaying responsible citizenship in all aspects of school life
  • Allowing others to reach their full potential

3. To learn to become successful members of society by:

  • Understanding that there are both rights and obligations involved in living in a community
  • Being healthy and enjoying life
  • Developing self-confidence and learning to cope with changing situations
  • Becoming informed decision-makers and critical thinkers
  • Treating people respectfully and with sensitivity

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

No job description available

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  

Job Closing Date

24/01/2021