Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Grampians - Ballarat
Reference: 1543096
1. Curriculum, Literacy, Numeracy and Differentiated Practice
Demonstrated knowledge and understanding of the Victorian Curriculum and/or VPC/VM curriculum, and the ability to design and deliver engaging, purposeful and differentiated learning that responds to students working at significantly different levels of achievement.
2. Victorian Teaching and Learning Model (VTLM 2.0) and High-Impact Teaching Practice
Demonstrated understanding of the Victorian Teaching and Learning Model 2.0 and the ability to apply evidence-informed teaching practices to create engaging, structured and accessible learning experiences.
3. Student Engagement, Behaviour and Wellbeing
Demonstrated capacity to build strong, respectful relationships with students and respond effectively to complex behaviour, wellbeing and engagement needs using trauma-informed, restorative and strengths-based approaches.
4. Collaboration, Teamwork and Professional Learning
Demonstrated ability to work collaboratively as part of a multidisciplinary team, contributing positively to a culture of professional learning, shared responsibility and continuous improvement.
5. Assessment, Student Support and Individualised Pathways
Demonstrated capacity to use assessment, student voice, attendance, wellbeing and other relevant information to identify individual learning needs, monitor progress and develop meaningful pathways for students.
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-curricula activities.
The role of classroom teacher may include but is not limited to:
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 department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Yuille Park Community College is a multi-campus school based in Wendouree, providing an engaging curriculum with evidence-based approaches to learning.
Our school values are Belonging, Effort, Empathy and Respect.
Students work in learning communities in multiage groups building relationships and participating in a range of programs designed to provide collaborative learning opportunities.
Yuille Park Community College provides a rich and nurturing learning environment that engages students to develop Lifelong Learning skills in an atmosphere of cooperation, challenge and respect.
Our school reflects and enhances our community¿s commitment to the development of lifelong learning skills for young people in our community.
The Yuille Park Children¿s Centre operates three and four year old kindergarten sessions in a purpose built facility on our main campus and is managed by the College.
YPCC ¿Yuille Campus¿ is the second Yuille Park Community College off site campus and provides flexible learning options for young people to re-engage and remain actively involved in their learning and to reach their potential.
About The Yuille Campus
The Yuille Campus is a unique Flexible Learning Option (FLO) within Yuille Park Community College, providing purposeful, individualised education for young people who have experienced multiple barriers to engaging successfully in mainstream education. Our approach is built on the belief that relationships underpin learning. We create a safe, predictable and highly supportive environment where wellbeing and curriculum work hand in hand, enabling students to reconnect with education, develop confidence and experience success. Our low student-to-staff ratios, flexible learning structures and strengths-based approach allow us to genuinely know our students and tailor learning around their individual needs, interests, goals and aspirations.
We are a highly collaborative team that values working and learning together. Our team includes teachers, Education Support, industry-trained staff and a multidisciplinary wellbeing team including a Wellbeing and Engagement Practitioner, psychologist and occupational therapist, with additional support from our school chef and therapy dog. Students in Years 7¿10 access a modified Victorian Curriculum, while Years 11¿12 students undertake VPC/VM alongside VET and pathway opportunities. We embed purposeful, real-world learning throughout our curriculum and draw on the Victorian Teaching and Learning Model (VTLM 2.0), trauma-informed practice and extensive professional learning to continually improve our practice.
Working in a low-SES community, our work has genuine meaning: we have the opportunity to change the trajectory of young people's lives and create outcomes that extend well beyond the classroom. At Yuille Campus, we don't simply teach students¿we build relationships, create opportunities, foster hope and help young people believe in what they can achieve.
We strongly encourage contacting Campus Leader/College Assistant Principal Beau Guest on 53395555 or [email protected] to organise a tour of the Yuille Campus before applying.