Job ID: 1228353
Location: Mount Erin Secondary College
Department: Mount Erin Secondary College
Role Type: Secondary Teacher
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 06/17/2021
Begin Date: 07/12/2021
End Date: 01/10/2022
Contact Name: Jenni Hodgins, College Principal
School Website: email@example.com
Mount Erin College is a high performing school located in Frankston South, on a beautiful 15 hectare bushland setting. Learning is our priority and we are dedicated to the success of every child. Teaching staff are skilled and innovative professionals focused on teaching and learning. They work hard to support every student to reach their potential; and to build those critical personal attributes of motivation, confidence, self-belief and resilience. Our teachers prepare students for the challenges of a rapidly changing world building opportunities for collaborative work and problem solving while encouraging curiosity, independence and reflection.
We are a school that sets high expectations for our students and our staff. The strength of the relationships between students, teachers and parents is highly valued and makes Mount Erin College stand out. Students are encouraged and supported to take risks in their learning, to strive for excellence and to achieve beyond their goals. We have a very clear vision for education and a set of values that reflect our belief that students can aspire. Our ASPIRE values: Adaptability, Social Awareness, Personal Best, Integrity and Excellence underpin all we do and create an inclusive learning environment, vital to maintaining this positive school culture.
The College has stunning facilities that provide state of the art facilities across a wide range of specialist areas including, Science, IT, Art, Design and Technology. We also have a wonderful Auditorium which supports a thriving Performing Arts program. The architectural design has been informed by the latest in educational research on best practice in teaching and learning. Technology underpins the learning in all areas and the augmented sound system ensures our Deaf and Hard of Hearing students are well supported. A competition grade hockey field was completed in 2019, which supports the high level sporting program in the College. Our new gymnasium and additional classrooms have been completed in 2020 providing exceptional facilities for our sporting precinct.
Mount Erin College is a high performing school, offering a wide range of programs to cater for diverse student interests and passions. This includes a SEAL (Select Entry Accelerated Entry) Program; a comprehensive Sport program including the Sports Academy for high achieving athletes; an Arts Academy for students who are passionate about the performing and visual arts, and rich and comprehensive range of subjects and electives across the middle and senior years. We offer a wide-ranging VCE program and encourage highly able Year 12 students to undertake an Enhancement Study at university to extend their learning. Our students continue to achieve excellent VCE results and are able to take advantage of the many well established partnerships with Universities that enable access to many exciting tertiary pathways.
The College has a dynamic Arts program, offering drama, instrumental music and voice, and a College choir – Take Note. Students have the opportunity to get involved in the College Production each year, to further build their performance skills and confidence. With an extensive camps program of local, interstate and international destinations open to our families; a sister school in Indonesia; an active Student Leadership Program; it is a rich and supportive learning community.
Mount Erin College provides individualized support for Deaf and hearing impaired students in mainstream classes across all year levels. Staff in our Deaf Education Centre work closely with classroom teachers to provide an inclusive program for students across all year levels. We are the only government school in the South Eastern region that provides support for these student by highly trained staff.
The College has established outstanding community links with the Village Baxter and Peninsula Health providing many enriching opportunities for our students in terms of community service and building pathways opportunities. MESEM, our student leadership program, supports a wide range of charities through fundraising and activities throughout the year. We value this highly as our vision of success for young people involves them being actively involved in understanding and shaping their communities.
School size: 939 Principal: Ms Jenni Hodgins
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 behaviors 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 organization 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.