|Location||Caulfield Junior College|
|Department||Caulfield Junior College|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Chris Chant|
|Phone||03 9509 6872|
Caulfield Junior College (CJC) is a Victorian State Government school and was established as Balaclava Road Primary School in 1914. Caulfield Junior College is located 11 km southeast from the Melbourne Central Business District (CBD).
Caulfield Junior College is a bi-national school accredited to deliver both the Australian and French curriculum in accordance with the Department of Education and Training (DET) and the French Ministry of Education’s standards and practices. The school enrolment includes students undertaking the accredited French program within the French Binational Program. The FBP program is overseen by the Agency for French Education Abroad (AEFE).
The outdoor sporting facilities include an excellent synthetic football, basketball and running track area, and covered play equipment.
The school has a range of buildings dating from different eras. The Building Education Revolution Program (BER Program) facility provides classroom and multi-use spaces, including a computer section.
Our school currently has 506 students, 330 of whom access both the Victorian and French Curriculum in our ‘French Binational Program’. Additionally, approximately 100 of our students participate in the ‘Hebrew Immersion Program’ (HIP) before school, three mornings per week. Many of those students participate in an additional after school activity once per week, run by the United Jewish Education Board (UJEB). We are proud of the diversity of our school; currently our student body includes students from 28 countries, who speak 24 different languages.
Our daily school program includes:
Outside of each school day, our school engages a variety of external providers, including:
Please note there is a requirement to have a French Teaching Diploma to apply for this role.
We are seeking French native speakers with advanced English language skills (C1 required on the CEFR scale)
An IELTS academic test is required to obtain a permission to teach with the VIT.
SC1 Demonstrated capacity to work with colleagues to plan, deliver and evaluate a French/English Bi-National Program.
SC2 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-6 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.
SC3 Demonstrated high-level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
SC4 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC5 Demonstrated high level written and verbal communication skills in both English and French, 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.
SC6 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.
SC7 Demonstrated capacity to implement and/or support whole school programs or initiatives.
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.
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.