Job ID 1238278
Location Matthew Flinders Girls SC
Department Matthew Flinders Girls SC
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Ongoing
Classification Classroom Teacher
Apply By 09/19/2021
Begin Date 01/28/2022
Contact Name Damien Toussaint
Phone 4243 0500
School Website www.mfgsc.vic.edu.au
MFG is a vibrant learning community that nurtures and serves the aspirations of girls. We create ” lifelong learners who live the MFG traits as positive members of their communities.”
In 2018 we consulted with the school community – students, staff and parents/carers - to develop a set of eleven traits, behaviours and dispositions that we, as a school community, believe are important to foster in our students. These 11 traits are:
Surrounded by a supportive ‘sisterhood,’ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.
Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. We are one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area.
While there is no formal alumni structure, a group of ex-students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever-growing Facebook presence of past student groups and a College Alumni Facebook Page has been established to reconnect and share stories.
Our school is centrally situated within the business, arts and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a significant number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.
Our student population incorporates a diverse range of cultures, socio-economic backgrounds and family blends. Our Student Family Occupation (SFO) for the school is currently 0.49.
In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative ‘essential questions’. A balance of explicit teaching and Inquiry Based Learning to Teaching and Learning is at the heart of learning in Years 7 – 9. Our Teaching and Learning Model underpins the work and learning of our teachers with a distinct emphasis on differentiation, high impact teaching strategies, the power of formative assessment and the development of intellectual character.
A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs (VET/SBATs) and to VCAL (Intermediate and Senior).
MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS), the only one in the State which is in an all-girls’ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9.
All students in Years 7 – 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions.
Instrumental Music is a key component of our school’s co-curricular Program. Students can learn voice, percussion, drums, singing, woodwind, brass, guitar and keyboard at school. MFG is also the educational home of the Sweethearts, a highly talented and well-known neo-soul all-girls music group that performs frequently in professional contexts, nationally and internationally.
A community garden has been established and exemplifies our school’s recent permaculture focus of “earth care, people care and fair share”. A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a number of environmental engineering projects.
SC1 Demonstrated experience in and understanding of the requirements of planning for and teaching Music in 7-VCE classrooms in accordance with VCAA and the Victorian Curriculum requirements.
SC2 Demonstrated implementation of the planning for and use of high-impact teaching strategies, guided by how students learn and differentiated for the range of learners in the classroom.
SC3 Demonstrated ability to monitor and assess student learning and to use a range of learning 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 commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills,
SC6 Demonstrated relevant music industry experience with an ability to motivate, inspire and support young female musicians to play live performances and work as a team in a band setting.
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.
Although the position has been advertise as Full time there may be some opportunity for flexibility of hours undertaken.
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.