|Location||Ashwood High School|
|Department||Ashwood High School|
|Role Type||Secondary Teacher|
|Contact Name||Brett Moore|
Known as the ‘Jewel of the East’, Ashwood High School provides an outstanding holistic educational experience led by educators who seek to inspire students to be positive global contributors. Our newly built $23 million state-of-the art facilities situated on 17-hectares of landscaped grounds include contemporary and innovative building design; multiple sporting ovals; 12 full size netball courts; a performing arts centre and the Ashwood Wetlands, offering an unparalleled educational environment.
With strong parent and community ties, we have a shared commitment to high expectations, authentic relationships and the importance of hard work. This is reflected in our students’ outstanding achievements in 2018 where 39% of our students scored ATARs of 80 and above with our dux scoring an outstanding 97.80.
Over the past few years, Ashwood High School has undergone significant transformation and is experiencing the highest demand for enrolment in Year 7 since the late 1900s. In 2018, Ashwood High School experienced an enrolment increase at Year 7 for the fourth successive year. ‘The Path Forward – New Direction at Ashwood’ has involved not merely a change of school name and uniform, but a focus on enhancing our school’s shared sense of community, with high expectations and clear discipline processes.
Ashwood High School is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) Program for academically able students. Introduced in 2016, the ACE Program is an approved SEAL Program with select entry enrolment. This high demand Program extends students through a challenging curriculum that includes early commencement of at least one VCE subject. Ashwood High School is also an accredited International Student Program provider (CRICOS Provider No. 00861K) with 68 integrated International Students enrolled in 2018. Our commitment to diversity, cultural literacies and understandings are reflected in the significant growth in our international program, largely at Years 10-12.
Ashwood High School is an academic school with a strong emphasis on the core subjects: English, Mathematics, Science and Humanities which are complemented by rigorous programs in the Arts, Music, Physical Education/Health, Languages Other than English (French and Mandarin), and Technology including STEAM (Science, Technology, Engineering, Art and Mathematics). A wide range of VCE subjects are available to our senior students. The breadth of these offerings is set to expand and change as our student population increases. Across all learning areas, our teachers deliver engaging lessons that are founded on evidence-based explicit instruction.
Good to Great, Great to Exceptional
Our students are provided with an outstanding array of curricular and co-curricular programs to cultivate student talent across what we believe are the four elements of a GREAT school, these pillars are reflected in our School Crest.
The next phase of school improvement, outlined in our new Strategic Plan (completed at the end of 2018) is centred on building practice excellence in teaching and empowering students in their learning through student voice, leadership and agency.
Ashwood High School CHOIR Values
At Ashwood High School, students and staff are guided and informed by our belief and commitment to our Vision and Values:
Our School’s motto, ‘Vision Inspired Action’, is reflected in the behaviours and actions of staff, students, parents and partners. Together, we are committed to creating and sustaining a proud school culture of empowerment and excellence based on mutual respect. Deep learning is facilitated through outstanding teaching that is strengthened by supportive and authentic relationships. The Ashwood High School community is proud of our students’ achievements, contributions to the community, conduct, personal presentation, courtesy and manners.
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.
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.
Conditions of Employment
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.