Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Hume - Greater Shepparton
Reference: 1491063
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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:
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
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 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.
Yarrawonga College P-12 is situated in the North East border township of Yarrawonga, with a population of 8000. Separated by the Murray River, the NSW town of Mulwala is adjacent and has a further population of 3000. The river was widened in the early 1900's to form Lake Mulwala, which is an amazing resource for fishing, boating, camping and water sports, adding to the wide range of sporting and leisure opportunities across the border towns. The original purpose of the lake is to provide irrigation to 128,000 hectares of farming land via the Yarrawonga Main Cannel, which is 957kms long and services the Murray Valley irrigation region, from Yarrawonga to Barmah. The town boasts more sunny days than the Gold Coast and has thriving tourism, hospitality and education industries.
In 2010 Yarrawonga Secondary College and Yarrawonga Primary School merged to form Yarrawonga College P12, and at the beginning of 2018 the P-4 Campus relocated from the historical Primary school site at Tom Street to the new purpose built P-4 campus at Gilmore Street, alongside a new Administration block and the existing 5-8 campus, with the 9-12 Campus located across the road in Pinniger Street. The P-4 and 5-8 campuses are flexible learning spaces that can be opened up for group learning and shut down for more focused learning, which makes them unique classrooms in our district. The next stage of the building masterplan will be to build a new 9-12 campus on the Gilmore Street site.
Vision
Empowering Learners, Making Connections, Achieving Success
Aims for Students
YCP12 promotes high achievement by developing the learning capacities of all students, enabling them to be:
Motivated lifelong learners striving to achieve excellence
Students who demonstrate respect, compassion, honesty and tolerance for others
Innovative and resilient learners, inquisitive of the world around them
Students competent in the essential skills of literacy and numeracy, allowing all to reach their full potential.
Technologically capable students who can adapt to a rapidly advancing world
Socially responsible students who contribute positively to the community
Mission for Staff
Staff will assist students to succeed by providing:
A broad, challenging, innovative and authentic learning environment
An ethos of respect, tolerance, compassion and acknowledgement of success
A differentiated curriculum based on best teaching practice
A supportive framework focused on mentoring and coaching through teamwork
A safe learning environment based on the principles of restorative justice
Quality opportunities for each student to develop a range of leadership capabilities
Values for YCP-12 Community
Integrity ¿ acting ethically and fairly at all times, ensuring consistency between words and actions, upholding the College values in everything we do
Co-operation ¿ working together, communicating effectively and supporting each other in a positive manner
Honesty ¿ always being truthful, fair and true to oneself and others
Respect ¿ treating others with consideration, being courteous at all times and acknowledging the beliefs and rights of others
Responsibility ¿ taking ownership of our behaviour and actions and setting a positive example to others