Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Campaspe
Reference: 1526554
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:
- 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
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.
Echuca College is a secondary school with an enrolment of approximately 600 students. It is located on the border with NSW on the Murray River, combining the urban sophistication of a small city with the charm of Red Gum forests, rural industry, and a thriving tourist precinct. The school vision, Echuca College is a connected learning community that grows through resilience, acceptance and opportunity ensures we maximise all opportunities for our learners. The Echuca College community is guided by the values of Respect, Resilience and Inclusion. At Echuca College we have high expectations for every class, every day for everyone. While most students come from the immediate rural cities of Echuca-Moama, approximately 30% travel along more than twenty bus routes, some travelling an hour each way to access the education provided. Students attending the College are drawn from ten urban and rural feeder primary schools from both Victoria and New South Wales.
At Echuca College we get to know our students as individuals and learning is personalised. We can focus on the development of resilient and respectful learners, destined for success in a constantly evolving world. Echuca College is focused on preparing our students for the future and all students have a home group leader that assists them with developing their `About Me¿ profile. This profile details learning strengths and challenges which enables us to better support the student.
The innovative learning environment at Echuca College is underpinned by high expectations and the use of School Wide Positive Behaviour supports. Our college is structured in year levels across three communities the Campaspe Kookaburras, the Goulburn Kangaroos, and the Murray Turtles. The framework for our positive environment is strengthened by year level leaders who work in these communities and are supported by a team of experienced teachers and student leaders. As a result, a positive and responsible approach to education fosters exemplary values of inclusion, resilience and respect for self and others.
The high standard of education delivered in all areas of the College is tribute to the dedication, intellect and empathy of our teaching and support staff- all whom take collective pride and inspiration from our students. Our Teaching and Learning is guided by our Echuca College Instructional Model and is enhanced by Leading Teachers and Learning Specialists specifically assigned to Curriculum, Wellbeing, Literacy and Numeracy.
Echuca College is large enough to provide a comprehensive curriculum and a range of programs and resources to a wide range of students interests and needs. We have a school wide instructional model that promotes Innovative teaching and learning programs. Staff commitment to ongoing professional learning ensures that Echuca College delivers an exceptional and fulfilling educational experience for every student.
Our senior program offers a comprehensive range of studies within each of the major area of Arts, Humanities, Languages, Health Sciences, Sciences, Technology and Vocational Major. The College is building a strong reputation in all these areas as evidenced by VCE results and the high proportion of students who gain full time employment or pursue tertiary education. Our successful Vocational program has provided senior students through their studies the opportunity to develop strong links with the local community.
Currently as part of the VETis program, we are offering a variety of VET Certificate Courses both on site at Echuca College and through Echuca TAFE. We are involved in the Headstart program where students link work in a school-based apprenticeship with study at school. The College is also a member of the Beacon Foundation, a program that has assisted our students in pathways planning and development in the Echuca area for over 20 years.
Our facilities support an innovative curriculum and with the College being set on 12 hectares it provides plenty of room to move. Echuca College has a `state of the art¿ hockey field that includes 12 tennis courts. In addition to sports fields and a picturesque piazza, our students enjoy a Performing Arts Centre, refurbished double basketball court stadium with squash courts and small gym, Café Learning centre, commercial kitchen, and science centre. Echuca College¿s newly developed STEM facility is setting the standard for innovative learning in the 21st Century.