Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1486529
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
The Engagement Learning Specialist at McClelland College plays a critical role in facilitating the strategic planning and ongoing rollout/development of SWPBS (including all key requirements) and other student engagement initiatives. This specialist provides leadership, guidance, and support to teachers and students to ensure effective engagement and behaviour processes are embedded, monitored and evaluated. The role requires a deep understanding of SWPBS and strategies tailored to secondary school students, and experience with teacher coaching, and understanding of key influencing factors of student engagement.
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
Key annual dates for role / work:
(Term/ Weeks)
Throughout the year, lead coaching model for McClelland Routines.
Term 1 - Staff induction sessions, PLC for staff - promoting positive behaviour in the classroom
Term 2, Term 3 and 4
- Evaluate support needed for graduates (engage accordingly),
- Identify year level trends and staff that require additional support in behaviour (engage accordingly)
Term 4 - Analyse behaviour data from across the year, evaluate key areas of need/importance and create an action plan for the following year
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.
McClelland College is a 7-12 college with a current enrolment of approx. 1100 students. The College is well recognised as a leader in the implementation of personalised learning through what we call an ¿Education by Design¿ approach. We really believe in living our values of Community, Ownership and Growth.
Our decision making is all put through the lens of what is in the students¿ best interests. It's the innovative approach to teaching that sets our school apart and the passion and moral purpose of our staff that drives us to do everything we can to help each and every student. We pride ourselves on delivering education that builds professional and vocational capabilities by building on students' individual strengths.
At McClelland we support students in the exploration and development of their individual passions and talents. Key sets of relevant life-long learning skills taught throughout the McClelland Academy Program (MAP) will enable our students to be skilled in IT development, Science, Media, Business, Performing Arts and Sport.
The Elite Performance Program (and accelerate) is a select entry program aimed at extending junior year students. We design our curriculum, so these students are spending more time using higher order thinking skills and developing leadership capacity. This enables students to further increase their personal learning and continue to maintain learning above the expected level for their year group. If you are teaching a student in Year 7, for example, that you believe is capable of enrolling in a VCE unit, we want to know about it. This is Education by Design in action.
McClelland is also well-connected through collaboration and active partnerships with external organisations. To support the quality, reach and impact of our education, we constantly seek to improve teaching and learning outcomes through engagement with business and industry links.
The school has over 130 staff, comprising 7 principal team members, 80 teachers and 48 Education Support staff and we continue our commitment to ongoing improvement for the benefit of our students.
College Values
McClelland¿s College Values were derived from what students, teachers and parents thought underpinned success in life. We believe that Community and Ownership build together to support Growth.