|Location:||Craigieburn Secondary College|
|Department:||Craigieburn Secondary College|
|Role Type:||Secondary Teacher|
|Ongoing/Fixed Term:||Fixed Term|
|Contact Name:||Michael Fowles|
|Phone:||03 9308 1144|
The College’s vision is to be an environment in which every student achieves their highest potential, and the school has structures and processes that ensure that every student is in ‘the right place to learn’.
Our high expectations of students, teachers, and parents underpin the work that we do and provide a framework as we strive to continually improve our learning environment, professional practices, and student achievement outcomes.
Established in 1984, Craigieburn Secondary College is set in landscaped grounds in the Northern suburbs of Melbourne. Our 1114 students are drawn from the local area and a diversity of cultural and language backgrounds.
The staff comprises of 5 Principal Class, 100 teachers including 9 leading teachers, 2 learning specialists, and 42 education support staff.
Over the past five years, the College has grown significantly and quickly, with an increase in students from 750 in 2015 to 1196 in 2021. Providing a safe learning environment for this large cohort has been a major focus for the school, and in particular, ensuring there are lots of spaces, spread out across the grounds for smaller groups of students to spend their recess and lunchtimes.
We have also focussed on building positive relationships between staff and students and improving student voice and agency, as corner stones for our safe and supportive culture.
The curriculum is designed to provide opportunities and support structures that assist every student to reach their full academic, personal, and career potential and to create pathways to a fulfilling and meaningful future.
The College offers an enrichment and acceleration program that provides extension opportunities for students in all areas of the curriculum in years 7-9 and leads to accelerated learning opportunities in year 10.
We also offer differentiated literacy and numeracy fluency programs that aim to address student learning at their point of need, facilitating high learning growth to bring these students closer to age expected achievements. Catering to the diversity within our community, we offer an EAL curriculum program that develops student language skills across all subjects for years 7-12.
There are many and varied opportunities for students to participate in school life, including Visual and Performing Arts, Sport, Camps, Excursions, Creative Writing, Community Service, Mentoring, and an extensive Student Leadership program.
Teaching and Learning at our school are underpinned by a strong professional learning program for all teachers. This program is informed by our Teaching Code of Practice that sets out our high expectations and incorporates an instructional framework that is used by all teachers in every classroom.
The Code of Practice also ensures there is a focus on positive relationships within the classroom, where teachers actively seek and give feedback in the pursuit of professional excellence and personal best.
Student voice contributes to the reflective practices of teachers in the form of regular feedback opportunities on key areas of practice. Students and teachers work together to improve the classroom experience and learning.
Over the past four years, teachers and leaders have been developing their skills in using an inquiry cycle to frame their work and to be better able to evaluate the impact of intervention strategies at the classroom, program or whole school level.
Within a strong culture of support for students who are PSD, Koori and OOHC all are individually cased managed by a strong team of integration aides and youth workers.
Individual Learning Plans are developed through collaboration with staff, students and families to ensure the goals are appropriate and relevant. Learning partners facilitate the implementation of ILP's in the classroom by supporting teachers with teaching strategies and approaches for individual student goals.
Craigieburn Secondary College expects its students to work to the best of their ability, respect the rights of all others, to strive for excellence, and to take pride in their work and their school. The College community's actions and decisions reflect the values of Respect, Responsibility, Achievement, and Community.
There are numerous enrichment and support programs;
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-curricula 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.