Classroom Teacher

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 28/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1460949

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.

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.

Conditions of Employment 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. 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.

Location Profile Montmorency Secondary is located in the North Eastern Metropolitan region of Melbourne, Australia.
Committed to developing Best Practice in the design and delivery of a quality educational environment, where safety, personal development and welfare are paramount for all stakeholders.
We believe in the value and empowerment of life long learning, seeking to model the same by making every effort to be current with new learning technologies and methodologies.

A Secondary College with access to a wide range of curriculum and technological resources.
The College Community takes great pride in its ability to be at the forefront of educational initiatives.
Our College Council and Teaching staff are committed to ensuring that each student has access to a challenging curriculum, supported by high quality teaching, designed to nurture the potential of each student.

Montmorency Secondary College aims to be a dynamic, responsive learning community; dedicated to ensuring everyone has the best possible opportunity to achieve their intellectual, social and physical potential.
The school focuses on forging a learning partnership of teachers and students; with thinking strategies and intelligent behaviours integral parts of the curriculum design, delivery and assessment.
We will actively work to produce engaging and challenging programs that provide meaningful and satisfying outcomes.

Our core values will be reflected in the professional and personal behaviour of members of the school community.
We are a learning community committed to continuous improvement with a proactive and compassionate approach to change.
We believe education works best when in active partnership with parents and the wider community.
We value this partnership, recognising the diversity and strength this brings to supporting mutually beneficial initiatives that provide meaningfully for our students' education.

Collegial interaction and support is encouraged and valued through clear communication and professional reflection.
We seek a balance of visionary leadership and strategic management, creating a shared responsibility for the growth and success of the school's goals through mentoring, coaching, relevant skills development, personal growth and empowerment.
Broad-based participation, accountability and involvement is actively supported & encouraged.

Montmorency Secondary College is committed to developing Best Practice in the design and delivery of a quality Educational environment, where safety, personal development and welfare are paramount for all stakeholders.
We believe in the value and empowerment of life long learning, seeking to model the same by making every effort to be current with new learning technologies and methodologies.

Our core purpose is to encourage and promote success and excellence in our students; to create a sense of culture and community; one that fosters the best in all.

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