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April

Classroom Teacher In Art - Melton Secondary College

Victoria State Government Education and Training - Melton, VIC

Education, Childcare & Training
Source: uWorkin

JOB DESCRIPTION

Job Description

Job ID: 1222834
Location: Melton Secondary College [Multiple Location Campus]
Department: Melton Secondary College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 04/18/2021
Contact Name: Emily Pearson
Phone: 03 9743 3322
School Website: www.meltonsc.vic.edu.au

Location Profile
Melton Secondary College is a co-educational government secondary school for students from Years 7 to 12. The College recently implemented a zoning policy and welcomes a student cohort of over 1300 in 2021. The College workforce comprises 92 Classroom Teaching staff and 42 EFT Education Support staff, supported by a leadership team of four Principal Class Officers.

The College operates with a sub-school model (Junior and Senior). Each sub-school is led by a Sub-School Principal, a Head of Year and several Team Leaders who work with classroom teachers and support staff to deliver the sub-school program and maintain high rates of student progress.

Built in 1974 in the centre of Melton, Melton Secondary College offers a range of learning environments including bright classrooms, specialised spaces for the arts, science and technology, a three-court gymnasium and easy access to local sport and other facilities.

The College recently opened a new Administration building and is about to commence construction of an AFL quality football oval in partnership with the City of Melton. A master plan has been developed with the adjacent Melton Specialist School for an educational precinct with 21st century facilities across both sites.

Our vision is for a flourishing learning community achieving high levels of academic growth and bright futures for every student. This vision statement captures the ambition our community shares for educational excellence. It guides our commitment to student achievement, engagement and wellbeing and the impact of our work is evident through steadily improving student outcomes. These results have been achieved through the development of a guaranteed and viable curriculum, rigorous and purposeful pedagogy, the inclusion of genuine student voice, leadership and agency, and a positive learning environment based on our STARR Values of Success, Teamwork, Ambition, Respect and Responsibility. We celebrate the richness of our multi-cultural community, and were the 2019 recipient of the Victorian Multicultural Excellence School Award.

The College articulates a strong sense of purpose and a commitment to building cycles of success and confidence for every student. Teachers work collaboratively in Professional Learning Teams, using assessment data to inform planning and the High Impact Teaching Strategies to maximise student learning growth. Professional learning is ongoing, embedded in the core work of practice and remains focused on improving student outcomes. The College has a strong culture of peer-to-peer coaching in the pursuit of continuous improvement, participates regularly in collaborative projects and improvement initiatives with the local community, network schools, tertiary institutions and DET Victoria.

The College curriculum provides students with a deep and engaging sequence of essential knowledge and skills allowing them to explore, apply, reflect and learn. Strong links from primary to secondary schooling are provided through our Transition Program. The 7-10 curriculum delivers the Victorian Curriculum in a widening range of core and elective subjects. Differentiated learning approaches are available for individual students in every class and through the Accelerated Curriculum and Enrichment (ACE), Getting Ready in Numeracy (GRIN) and Literacy Interventions programs. There is a school wide focus on the development of literacy, numeracy and STEAM (Science, Technology, Engineering, Arts and Math) skills. An iPad program has been established in partnership with Apple Education and is being successfully implemented across the curriculum. Student sporting achievements are strong with success attained at both state and national level, an Athlete Development Program and a broad program of sports for students at all levels.

As students’ progress into the senior certificate courses, they have access to an increasingly specialised curriculum allowing them to select courses that reflect their passions and enhance their pathway options. A culture of high expectations, strong pastoral support and excellent teaching continues to see students achieve outstanding individual results and lift the College mean VCE score. For students interested in vocational and applied pathways, the College offers a rigorous VCAL program and VET course though the Western Edge VET Cluster. Students’ career aspirations are well supported by the Careers Education Program and we are proud of the strong post-compulsory destinations which students achieve.

The College academic curriculum is complimented by a co-curricular program including an exciting variety of lunch-time clubs and after school activities, the Alpine School for Student Leadership and High Resolves, and mentoring programs through the Australian Business and Community Network, Ed Connect, Iron Armour Academy and Western Bulldogs GOAL programs.

A large team of Education Support staff work closely with teachers in a range of settings and functions to support student learning. This includes wrap-around student support teams, such as our Wellbeing, Community Liaison, Learning Support, Interventions and Careers teams.

Selection Criteria

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.

Role
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-curricular activities.

Responsibilities

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 classrooms 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.


Who May Apply

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.