Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Inner South East suburbs
Reference: 1508347
KSC1 Knowledge of Years 7¿9 Mathematics and Numeracy
Demonstrated knowledge of the Victorian Curriculum 2.0: Mathematics (Years 7¿9), including how numeracy develops across the middle years and common student misconceptions. Proven ability to design and implement engaging, rigorous and differentiated learning experiences that build core numeracy skills.
KSC2 Capacity to Identify Learning Gaps and Deliver Targeted Intervention
Demonstrated ability to use a range of data (e.g. classroom assessments, PAT, NAPLAN, teacher referrals) to identify gaps in student understanding and plan targeted interventions. Experience drawing upon approaches such as scaffolded numeracy, and strengthening multiplicative thinking, mental models and proportional reasoning to support improved student outcomes.
KSC3 Ability to Work Directly With Students to Improve Numeracy Outcomes
Demonstrated capacity to build positive relationships with students, set clear learning goals and provide in-class support, short-term withdrawal and additional sessions outside regular class time. Proven success in building students¿ confidence, engagement and growth mindset in mathematics, particularly for students who require additional support.
KSC4 Capacity to Work Alongside and Support Classroom Teachers
Demonstrated ability to collaborate effectively with Years 7¿9 Mathematics teachers through co-planning, co-teaching and reflection. Proven capacity to support teachers to use formative assessment, flexible grouping and differentiation as part of a response-to-intervention approach within their classrooms.
KSC5 Data-Informed and Reflective Practice
Demonstrated skills in collecting, analysing and interpreting student learning data to monitor progress, evaluate the impact of interventions and inform next steps in teaching. Evidence of reflective practice and the use of research and evidence-based strategies to continually improve numeracy teaching and learning.
The Years 7¿9 Mathematics and Numeracy Intervention and Support Teacher works directly with students and alongside classroom teachers to improve numeracy and mathematics knowledge and skills outcomes for students in Years 7¿9.
Drawing upon approaches such as scaffolded numeracy and with a strong focus on multiplicative thinking, mental models and proportional reasoning, the role is about identifying gaps in student understanding and finding opportunities for growth in numeracy and mathematical learning.
The primary focus of the role is to:
This work may include in-class support, short periods of class withdrawal and opportunities for additional sessions outside of regular class time. The role is embedded in the existing mathematics program and aims to build students¿ skills, confidence and engagement in mathematics.
Key Responsibilities
1. Direct Support for Students (Years 7¿9)
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.
Melbourne Girls' College (MGC) was established in 1994 on the banks of the Yarra River in Richmond, Victoria and is a leader in innovative girls' education. It provides enrolment opportunities for local, wider-Melbourne and international students to study inquiry and trans-disciplinary units in Years 7-9 followed by a large number of Year 10, VCE and VET subjects in the senior years.
The College is constantly evolving programs and learning schedules to ensure students are future-ready with an emphasis on persistence, team work, respect for diversity and personal best. Our 1400 students are taught and nurtured by excellent staff, parents, peers and mentors.
The achievements of MGC are certainly in academic results but a broader definition of success ensures social, emotional, sporting and artistic success are central to being a student of the College. The English, Humanities, Languages, STEAM, International and Wellbeing Programs are designed to build in each girl the skills to collaborate and inquire at ever more sophisticated levels.
In recent years MGC has developed a range of new facilities including The Gillard Centre which houses a flexible learning, hospitality and meeting space and provides river access for our exemplary rowing program. The College currently has plans for a STEAM and new 400 seat Performing Arts Centre to serve both the school and the wider Richmond community.
The students of Melbourne Girls¿ College are global citizens conscious of the unique lessons attending a school educating young people from diverse backgrounds and over sixty nationalities can bring. Our community, in collaboration with key tertiary and local partners, is an inquiring, outward-looking school of excellence.