Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1492051
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Officer Secondary College was founded in 2015 and has grown rapidly. Currently our enrolments continue to sit around 1000 students. The College is located in Melbourne's South-East with convenient access via the M1 motorway and Pakenham train lines.
Vision
Officer Secondary College is a 21st century learning community with strong, vibrant partnerships between students, teachers, families and the broader community. Our educational philosophy is centred on evidence-based practice and high quality relationships. This is underpinned by the values: Respect, Creativity, Inclusion, Critical Thinking, Excellence and Citizenship. The College motto is `Learning together, learning to lead, together we inspire." We believe that every student should have an opportunity to choose a life that has meaning, and that every child can achieve success.
At Officer Secondary College, we believe that teaching and learning is an ongoing journey. We embody a culture of continuous improvement and promote a culture of high expectations. This is visible through our INSPIRE instructional model, our PLC structures and a shared ownership of student learning data.
New Teacher Support
Our College is committed to excellence, and have highly effective systems to support teachers that are new to the college. The bulk of all meeting time has a professional development focus and there are a number of highly subscribed optional professional development sessions to further augment teacher skills. All teachers new to the college are assigned a mentor, who supports them with induction and classroom coaching to hone their skills.
Additional information about our professional development and support for new teachers can be found in the employment section of the school website:
https://www.officersc.vic.edu.au/employment/
Teaching and Learning at Officer
The Teaching and Learning program at Officer Secondary College is grounded in evidence and research. Our INSPIRE Instructional Model (IM) embodies the elements of the new VTLM 2.0, with structures embedded across the College to support both the elements of teaching and learning. It focuses on three key elements: What we teach, How we teach, and Who we teach. We are committed to building the capacity of all our teachers in each of these areas and provide a wide range of professional learning opportunities to support teachers throughout the year.
Officer Secondary College is a Professional Learning Community (PLC). Significant meeting time is devoted to teachers working in subject teams to analyse formative assessment data, identify appropriate interventions and share effective strategies. We know that this is the most effective model to maximise both teacher and student learning.
Learning Communities
Officer Secondary College has a ¿school within a school¿ model to ensure that every student has a core team of teachers and leaders they can connect with, and build ongoing relationships with, over the course of their schooling. Our 6 Learning Communities were named by our students, reflecting our focus on student voice and inclusion. These Learning Communities foster an encouraging and friendly atmosphere in which students can learn effectively, and on preventing problems before they occur. The Learning Communities extend beyond just the students, with every member of staff belonging to a Learning Community, working with Leadership, Teachers and Students to ensure that every student feels safe, known and is making learning growth.
Each Learning Community is led by a Learning Community Leader; whose primary responsibility is to support the students in their Learning Community during their time at Officer Secondary College. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community throughout their time at Officer Secondary College, which allows Learning Community Leaders and Learning Community Staff to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student¿s families as the need arise.
Officer Secondary College provides a supportive environment in which students are prepared to take on challenges, be that in the classroom, in sport or by taking a role in student leadership. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.
Positive Behaviour Support
Officer Secondary College has an embedded School-wide Positive Behaviour Support framework that has been awarded the Gold Level of implementation. SW-PBS is a core part of the work of Leadership, Staff and Students at Officer Secondary College, and underpins the WHO we teach in our INSPIRE model. We use SW-PBS to improve the social, emotional, behavioural and academic outcomes for children and young people. By implementing SWPBS, teachers and students at Officer Secondary College have more time to focus on relationships and classroom instruction. Students and staff benefit from:
Applicants must include the following in their application:
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.
PLEASE ENSURE THAT YOU INCLUDE YOUR VIT DETAIL IN YOUR APPLICATION