Job ID: 1222435
Location: University High School
Department: University High School
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 04/13/2021
Contact Name: Ms. Ciar Foster
Phone: 03 9347 2022
School Website: www.unihigh.vic.edu.au
The University High School is constantly evolving, valuing rich traditions of the past whist embracing the challenges of the future. A dynamic school community, active partnerships between staff, students, parents and the broader community enhance student learning and opportunities. The school focuses on developing individual worth and achievement, the comprehensive wellbeing of the whole person and the pursuit of excellence.
The University High School first opened in 1910 as a select entry school for Years 9-12. Today the school caters for 1,661 students from Years 7-12, most of who reside in the local area. A proportion of students come from further afield to participate in specialised programs including music, the sciences and gifted education. The school population is broad and students come from a range of socio-economic, cultural and ethnic backgrounds. In recognition of this, the University High School has genuine commitment to nurturing this diversity whilst creating equity of opportunity.
The school’s values have been developed over many years and they are the foundation for the decision-making within the school:
Individuality: A focus on individuality, self-worth, achievement and the comprehensive wellbeing of the whole person.
Diversity: Valuing a range of people in the community and building a wide range of partnerships that broaden and enrich the skills and knowledge of all students.
Excellence: The pursuit of excellence in both teaching and learning, fostered through supportive programs and well-defined practices to enhance student learning.
Students are expected to engage with all aspects of the formal curriculum and recognition is given to both outstanding achievement and to positive participation. The co-curricular program caters for a wide range of student interests and abilities and student participation at all levels is fostered. Student voice is embraced within the school and leadership at all levels is fostered through both formal and informal positions of responsibility.
The school’s curriculum encompasses the breadth of Domain learning areas with students undertaking a wide choice of subjects. A focus on breadth of experience permeates Years 7-9 whist individualism and choice are the core at the senior level. Year 9 students participate in The Galileo Program, an enquiry-based program that encourages the development of life-long learning skills through a rich inquiry and community-based curriculum for one term of the year. Year 8 students participate in a Renaissance Program with the principles of ethical, creative and critical thinking at its core. Strong community links are an essential part of all of the programs that exist within the school.
The school provides opportunities for all students to achieve success in a variety of ways:
Gifted students: The Select Entry Accelerated Learning program operates across the full breadth of the curriculum in years 7-9. Elizabeth Blackburn Sciences is a specialist program within the school, which offers opportunities to gifted Science and Mathematics students at VCE level. This program operates in partnership with The University of Melbourne, Bio 21 and other medical/science/research facilities within the local area.
Music: The Music program has a long history at the school and all students are encouraged to participate in the instrumental music program. Some 450 students currently receive instrumental tuition and perform in one or more of the schools 22 orchestras, bands, ensembles and choirs.
At the University High School student management and pastoral care is structured within a vertical sub-school framework. Students belong to one of four sub-schools. The four sub-schools are named after prominent alumni: Coleman, Gulam, Johnston and Triggs. A Leading Teacher is Head of each Middle Sub-School, with a team of coordinators allocated in each Sub-School. At the end of Year 10, students continue into the Senior School supported by Sub-School Coordinators with their development. The wellbeing and student management work undertaken by the sub-school teams is complemented by the efforts of a large network of other staff members including the school’s two Student Counsellors, Coordinator of Student Pathways, Literacy and Numeracy team, and Education Support staff members.
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.
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.