Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1502952
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.
SC6 Ability to work in a complex environment: capacity to demonstrate resilience, composure and compassion in a medical environment and its associated challenges.
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.
The role of classroom teacher may include but is not limited to:
Direct teaching of groups of students and individual students;
Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
Undertaking other non-teaching supervisory duties.
Yalingbu Yirramboi - RCH School Expectations:
Teaching and learning
Identify the individual learning needs of children and young people (in consultation with families, schools and health professionals).
Develop, document, implement, and deliver evidence-based individualised teaching and learning programs, in accordance with DE Strategy, Victorian Curriculum, and VCE Study Designs.
Actively engage with key internal and external stakeholders/partners, e.g. base education settings and community organisations to optimise student engagement.
Use of innovative teaching practices to engage young people, e.g. integrating students interests into curriculum planning.
Supervise and mentor teacher volunteers, student teachers and others, as required.
Reporting
Collect and maintain accurate data and information, including documentation within school and hospital systems.
Ensure completion of Individual Education Plans (IEPs) for all students.
General
Actively and positively contribute as a member of the team, e.g. in group forums, meetings etc.
Active contribution to self-development by participation in formal supervision, professional development and Statement of Expectations.
Participation and collaboration in a YYRCHS Professional Learning Community, to support the Annual Implementation Plan (AIP).
Support other initiatives as required.
Teachers with registration to the Victorian Institute of teaching with the aptitude, experience and qualifications to fulfil the specific requirements of the position.
Please apply with a cover letter, resume and document outlining the selection criteria.
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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
Staff employed by YYRCHS are required to complete a National Police Check and Flu vaccination at their own expense to meet the Royal Children¿s Hospital onboarding requirements.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
Yalingbu Yirramboi - The Royal Children's Hospital School (YYRCHS) was officially registered as a Victorian Government school in June 2024.
YYRCHS keeps students connected to their education by bridging the gap between hospital, home, and their base education setting.
Educators design and deliver targeted and individualised learning to improve valued student outcomes (academic, developmental, physical, social, and emotional wellbeing). We set our learners up for success by ensuring they experience continuous engagement in learning. We are dedicated to empowering students and caregivers, advocating for their needs, and fostering a supportive environment for them to become champions of their own education post-hospital discharge.
Learners at YYRCHS are a transient student cohort, who receive education interventions on a short or long-term basis dependant on eligibility and educational risk.
Teachers meet new patients to discuss their learning needs and determine the appropriate level of educational support. Eligible students will be offered individual (bedside) learning, group (classroom) learning experiences, or a combination of both.
Each student receives an Individual Education Plan (IEP) prepared in collaboration with the student, families/caregiver, multidisciplinary treatment teams and the base educational setting. The IEP is reviewed regularly and updated in line with the student's educational progress.
Early Years
Our hospital kindergarten program is led by qualified early childhood educators who, through engaging play-based learning, help prepare children for school.
Primary
The school offers an evidence-based program that is built on high-impact teaching and wellbeing strategies and underpinned by the Victorian Curriculum, with a focus on literacy and numeracy.
Secondary, VCE and Senior Secondary Pathways
Specialist teachers assist secondary and senior secondary students to remain connected to their studies during a hospital stay, with a focus on educational tasks assigned by their base school.
School Transitions
A team of skilled education professionals facilitates smooth transitions for children and young people as they re-enter or enrol in appropriate educational settings while serving as advocates for all stakeholders involved.