Technology/STEAM Teacher - Concord School

  • Victoria State Government - Education and Training
  • Footscray VIC, Australia
  • 14 Sep, 2021
Full time - Permanent Teaching - Secondary

Job Description

Job ID 1239261
Location Footscray High School [Multiple Location Campus]
Department Footscray High School
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Ongoing
Classification Classroom Teacher
Apply By 09/26/2021

Other Information
Begin Date 01/28/2022
End Date
Hours 38.00
Contact Name Frank Vetere
Phone 03 9112 9500
School Website https://footscray.vic.edu.au/

Location Profile
Footscray High School is a new and contemporary multi-campus secondary school in Melbourne’s vibrant, geographically rich and culturally diverse inner west.

The Footscray High School will comprise two junior 7-9 campuses and a senior 10-12 campus (from 2022). In 2021, the school will comprise of three campuses:

  1. Barkly Campus (Year 7&8)
  2. Pilgrim Campus (Year 7&8)
  3. Kinnear Campus (Year 9-12)

At Footscray High School we are committed to every student having access to a world class education. Inspiring young people to develop the ‘essential skills’ required for their future pathways in an inclusive and positive learning environment is our priority.

We provide all students with a comprehensive and innovative curriculum that focuses on individual growth and addresses the skills and dispositions required for citizens of the 3rd millennium. Our vision is to draw on international research and best practice to ensure that our curriculum and programs promote choice and agility to deal with complex, unknown and rapidly changing futures.

Footscray High School’s vision is to provide excellence in learning and teaching, achievement, innovation and self- improvement within a supportive, healthy, safe and secure environment that is inclusive of all.

Footscray High School’s mission is to provide excellence in education through a caring and diverse environment that encourages the holistic development of each student. We aim to provide students with rich academic, social, physical and creative experiences that develop their full talents and uniqueness.

We aspire to be an educational establishment renowned for its vibrant community, which develops creative thinking and learning dispositions in order for our students to engage with the complex challenges of an ever-changing world. The community have a collective responsibility to engage in the total life of the school and to actively pursue a range of learning experiences. Our ultimate aim is to develop compassionate students with the personal qualities and attributes that will enable them to face their future with confidence.

Footscray High School’s Pillars are:

UNITY
Our school is built on collaboration. This is where three campuses, many cultures and infinite personal journeys unite with pride and with purpose.

We lift each other up, building on the strength and support of our whole community to achieve greatness.

RESPECT
Respect – for ourselves, our colleagues, our individual traditions and our shared future inspires us in every way.

We treat each other with care, compassion and kindness; we act with integrity; and we are engaged in making a positive impact on our world.

CREATIVITY
We embrace doing things differently because we want to make a difference.

We draw on wisdom, experience and our own original thinking to create new possibilities.

Future focused, open minded and proudly progressive, we constantly seek a better way.

ENDEAVOUR
The boldness of our vision is matched by our relentless spirit, our self-belief and the pride that comes from hard work.

The enthusiasm which drives our endeavour also demonstrates our character: In the classroom and beyond, we strive to be our very best.

Due to current COVID19 restrictions school tours will not be conducted. Please visit our website https://footscray.vic.edu.au/

Selection Criteria

Applicants are encouraged to address Selection Criteria from a Technology and STEAM perspective:

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-curricular 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 classrooms 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.

Subject

Other Subjects

School Type

Secondary

Job Closing Date

26 Sep, 2021