English, EAL Teacher - Victoria University Secondary College

  • Victoria State Government - Education and Training
  • Melbourne VIC, Australia
  • 15 Oct, 2021
Full time - Fixed Term Teaching - Secondary

Job Description

Job ID  1244163
Location  Victoria University SC [Multiple Location Campus]
Department  Victoria University SC
Role Type  Secondary Teacher
Subjects/Duties  View Subject/Duties
Full/Part Time  Full-Time
Ongoing/Fixed Term  Fixed Term
Classification  Classroom Teacher
Apply By  10/24/2021
Other Information  
Begin Date  01/28/2022
End Date  01/26/2023
Hours  38.00
Contact Name  Elaine Hazim
Phone  8312 0200
School Website  www.vusc.vic.edu.au

Location Profile
Victoria University Secondary College is a multi-campus school comprising a Junior Campus, Senior Campus and Trade Training Centre. The college has approximately 1010 students from years 7 to 12 and services the residential area of St Albans, Deer Park, and environs in the western suburbs of Melbourne. The college caters for students from diverse cultural and social backgrounds and provides a broad range of personal, academic and practical experiences for students. The college values each student and successfully provides curriculum and other services to meet student needs. Victoria University Secondary College challenges students to create the future by aspiring to achieve, strengthening the community and respecting themselves and others. There is a strong expectation that students take themselves seriously and work hard to build on the firm foundation provided by the College.

The organization of the College is based on the concept of Professional Learning Communities an approach to school improvement where groups of teachers work collaboratively at the school level to improve student outcomes. At VUSC we strive to enhance our teaching practices by sharing resources and analysing student data. Our staff also support other schools to implement effective PLC practices.

The College empowers members of our learning community to develop control over their own thinking and actions, develop the self-belief and confidence to persevere with learning challenges and tasks and to take initiative and act. Our focus on reflective thinking develops independent learners. Our focus on collaboration develops students who can work co-operatively towards a common goal; to share ideas and resources while respecting and recognising individual contributions. Students develop the skills to create respectful learning relationships within the school and the wider community.

Victoria University Secondary College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations, so they achieve their potential and become logical, self-aware, collaborative and inquisitive. Importantly, Victoria University Secondary College seeks to develop skills and competencies, so students are well prepared for future study and work when they finish their education.

Selection Criteria

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this 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 behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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.

Other Information

This is a multi-campus college and travel between campuses may be required.

Please submit responses to Selection Criteria with your application.

Subject

English and Literature, English as an Additional Language/EAL/ESL

School Type

Secondary

Job Closing Date

24 Oct, 2021