Humanities Teacher - Narre Warren South P-12 College

  • Victoria State Government - Education and Training
  • Narre Warren South P-12 College, Amberly Park Drive, Narre Warren South VIC, Australia
  • 06 Apr, 2021
Full time - Fixed Term Teaching – Secondary

Job Description

Job ID: 1223016
Location: Narre Warren South P-12 College
Department: Narre Warren South P-12 College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 04/14/2021
Contact Name: Ursula Guerin
Phone: 03 9704 3383
School Website: www.nwsc.vic.edu.au

Location Profile
Narre Warren South P-12 College strives to develop young people so they can become fulfilled, positive members and leaders of our society. By recognising and celebrating diversity, high aspirations and positive relations, we create a harmonious school that has a positive sense of purpose and a commitment to each and every person.

Narre Warren South P-12 College is on one campus consisting of two sub schools - Prep to Year 6 and Year 7 to 12. The school has 288 staff, principal class, 200 teachers and 88 education support staff, including administration, student support and integration staff. The school is a welcoming place where students from many cultures learn together in excellent facilities.

  • The College is categorized as “low” compared to other State schools in socio-economic terms.
  • The school family occupation and education (SFOE) index is 0.5954
  • Many students have not attended Kindergarten or day care prior to commencing school.
  • Nearly all our students from Year 6 stay on to do their secondary education.
  • The College experienced significant change over of students over the 13 years of schooling.
  • Cultural diversity is a feature of the College community with at least 50 ethnic groups being represented speaking 64 languages.
  • Approximately 50% of the Year 7 enrolments originate from primary school.
  • Approximately 40% of our senior students undertake a VCAL pathway (trade/vocational focus)
  • More than half of the College’s student population comes from families where the language background is other than English, and around 50% qualify for the EAL program.
  • Attendance rates at both Primary and Secondary levels are better than the state benchmarks.
  • Wellbeing support is provided across the College with two counsellors, a number of youth workers, Psychologists and other professionals available
  • ‘Compass’ is the main communication system for the College.
  • Compass is available to parents and students to assist with attendance, learning tasks, payments, permissions, reporting etc.
    Careers
  • Many community groups access a variety of the College’s facilities for sport and the College is a central facility within the community.

We take great pride in all our students working hard at school and getting excellent results. Our VCE median study score has been stable at 30- 31 for the past seven years, placing us well above the state average. Coupled with our outstanding VCAL and VET results, we are a College that meets the pathway needs of all of our students. This is an outstanding achievement and has gained the school recognition far and wide, including 20 State Awards since 2006 for staff and students in our VCAL program and two Premiers Awards for VCE (perfect study scores). Further to this, we were recognised at the Victorian Education Excellence Awards in 2018 with the team award for Outstanding School Improvement, as well as the overall Lindsay Thompson Award. In 2020 our efforts were recognised in the Age Schools That Excel awards. The foundations for these results are found in our exemplary programs in the Primary and early Secondary sections of the College, where our focus on academic achievement and strong civic participation are evident. Student Attitudes to School reflect a strong sense of connectedness to school in both the Primary and Secondary areas of the College. Parent opinion well above state benchmarks is also indicative of a happy and harmonious College community.

Selection Criteria

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

History and Social Sciences

School Type

Secondary

Job Closing Date

14 Apr, 2021