Economics/Accounting/Legal Studies - Classroom Teacher (Classroom Teacher)
- Recruiter
- State Government of Victoria
- Location
- Melbourne, Australia
- Salary
- Competitive salary
- Posted
- 22 Sep 2020
- Closes
- 23 Sep 2020
- Ref
- 515070
- Job role
- Accountant
Location Profile
Our College was established in 1974 and is situated in the eastern suburbs of Melbourne. The College has an enrolment in excess of 1600 students, including about 100 international students, and more than 160 staff.
As a College, we strive to develop passionate learners who are critical thinkers with the confidence and capability to engage in the global community. Care and Compassion, Curiosity, Excellence, Fairness, Resilience, Respect and Teamwork are the core values that underpin the culture of our school community as we embrace the challenges of 21st Century schooling
Our catch phrase as learners is "Creating a Culture of Curiosity" - we strive to ensure that there is a focus on learning improvement for every student. We have high expectations that our students will commit to being supportive of each other as they strive for success as learners. We focus on developing authentic relationships within the school community and are striving to embed the concept of teaching the "whole child" into every element of school life.
We are proudly multicultural across more than 40 nationalities, with a large, established International Student Program. Over recent years, there has been a significant cultural shift within our College community. The proportion of students from Language backgrounds other than English (LBOTE) has increased from 30% to nearly 70% over the past eight years. This creates challenges in ensuring cross - cultural understandings are maintained to sustain a genuine sense of unity, acceptance of diversity and teacher capacity.
At East Doncaster Secondary College, we are committed to child safety. We strive to ensure that our students are safe, happy and empowered. We are committed to the safety, participation and empowerment of all children.
We have a strong tradition of academic excellence and we aim to promote and sustain a reflective learning culture that caters for the needs of all learners. We want students to experience a sense of achievement and growth in their academic, personal, social and emotional development. The focus is consistently upon academic rigor, interdependency and individuality. As a result, student achievement data is excellent across a range of data sets and year levels. Through a successful VCE program, more than 85% of our students progress to university.
From a teaching and learning perspective, we continue to embed a common instructional model, identification and utilisation of the most effective pedagogical practices, and the use of high quality feedback mechanisms. This occurs with a specific emphasis on collaboration in teaching teams. We strive to ensure that there is a focus on learning improvement for every student.
The College has embarked on an innovative 1 to 1 ICT strategy incorporating iPads for Years 8 and 9 students, and Notebook computers for Years 7, 10, 11 and 12 students. We have adopted the Compass Learning Management system, and work collaboratively with Compass to adapt elements of their system to better meet our needs.
School life is rich and varied at East Doncaster Secondary College. In sport, we continue to excel with team and individual success at State and National level. In the Arts, our music program continues to flourish, and our School Productions are outstanding. There are many student leadership opportunities and growth of student voice has been an ongoing college goal. We continue to increase student access to decision-making and self-regulation as learners, improving their capacity to be contributing community and global citizens.
The internationalising Education Agenda is a prominent school focus. We aim to provide our students with opportunities to develop cultural literacy, global knowledge, and cross cultural understanding through our sister school relationships with Suzhou Caoqiao Middle School in Suzhou, Jiangsu Province, China and Istituto Istruzione Superiore Biagio Pascal in Novara, Northern Italy. These include student exchange on a biennial basis, and we continue to engage in Department initiatives like the China Young Leaders Immersion program. These are complemented with opportunities for students to participate in tours to NASA and World Challenge projects.
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-curricula 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 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.
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.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
Child Safe Standards
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DET Values
The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
- 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.
- 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
VIT LANTITE
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.
Our College was established in 1974 and is situated in the eastern suburbs of Melbourne. The College has an enrolment in excess of 1600 students, including about 100 international students, and more than 160 staff.
As a College, we strive to develop passionate learners who are critical thinkers with the confidence and capability to engage in the global community. Care and Compassion, Curiosity, Excellence, Fairness, Resilience, Respect and Teamwork are the core values that underpin the culture of our school community as we embrace the challenges of 21st Century schooling
Our catch phrase as learners is "Creating a Culture of Curiosity" - we strive to ensure that there is a focus on learning improvement for every student. We have high expectations that our students will commit to being supportive of each other as they strive for success as learners. We focus on developing authentic relationships within the school community and are striving to embed the concept of teaching the "whole child" into every element of school life.
We are proudly multicultural across more than 40 nationalities, with a large, established International Student Program. Over recent years, there has been a significant cultural shift within our College community. The proportion of students from Language backgrounds other than English (LBOTE) has increased from 30% to nearly 70% over the past eight years. This creates challenges in ensuring cross - cultural understandings are maintained to sustain a genuine sense of unity, acceptance of diversity and teacher capacity.
At East Doncaster Secondary College, we are committed to child safety. We strive to ensure that our students are safe, happy and empowered. We are committed to the safety, participation and empowerment of all children.
We have a strong tradition of academic excellence and we aim to promote and sustain a reflective learning culture that caters for the needs of all learners. We want students to experience a sense of achievement and growth in their academic, personal, social and emotional development. The focus is consistently upon academic rigor, interdependency and individuality. As a result, student achievement data is excellent across a range of data sets and year levels. Through a successful VCE program, more than 85% of our students progress to university.
From a teaching and learning perspective, we continue to embed a common instructional model, identification and utilisation of the most effective pedagogical practices, and the use of high quality feedback mechanisms. This occurs with a specific emphasis on collaboration in teaching teams. We strive to ensure that there is a focus on learning improvement for every student.
The College has embarked on an innovative 1 to 1 ICT strategy incorporating iPads for Years 8 and 9 students, and Notebook computers for Years 7, 10, 11 and 12 students. We have adopted the Compass Learning Management system, and work collaboratively with Compass to adapt elements of their system to better meet our needs.
School life is rich and varied at East Doncaster Secondary College. In sport, we continue to excel with team and individual success at State and National level. In the Arts, our music program continues to flourish, and our School Productions are outstanding. There are many student leadership opportunities and growth of student voice has been an ongoing college goal. We continue to increase student access to decision-making and self-regulation as learners, improving their capacity to be contributing community and global citizens.
The internationalising Education Agenda is a prominent school focus. We aim to provide our students with opportunities to develop cultural literacy, global knowledge, and cross cultural understanding through our sister school relationships with Suzhou Caoqiao Middle School in Suzhou, Jiangsu Province, China and Istituto Istruzione Superiore Biagio Pascal in Novara, Northern Italy. These include student exchange on a biennial basis, and we continue to engage in Department initiatives like the China Young Leaders Immersion program. These are complemented with opportunities for students to participate in tours to NASA and World Challenge projects.
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-curricula 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 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.
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.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
Child Safe Standards
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DET Values
The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information
- 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.
- 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
VIT LANTITE
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.