State Government Of Victoria, Australia | Flexible Learning Options
vor 2 Wochen
Flexible Learning Options (FLO) Generalist Secondary Classroom Teacher 0.6 Job posted: 21/11/2024
Job type: Part time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Reference: 1453508
Closes: 04/12/2024
Location Profile Melton FLO (Flexible Learning Options) cater for secondary school students who are disengaged, or at risk of disengaging, with mainstream schooling within the Melton and Brimbank area of Victoria.
The key objectives of our FLO programs are to support and re-engage students with positive learning experiences in an alternative flexible education setting to improve their literacy, numeracy, and personal development and to re-engage with mainstream education, or transition into further education, training and/or employment.
Melton FLO offers three accredited re-engagement FLO programs:
CaLM (Community and Learning Melton) FLIP (Flexible Learning Intervention Pathway) The CaLM campus located in Kurunjang, Victoria, is registered as a campus of Melton Secondary College with all FLO programs operating within Department of Education Victoria policies, procedures, and guidelines.
The FLO programs aim to support students to re-engage with mainstream education or follow a positive pathway into further education or training.
It is personalised and aligned with the year 7-10 Victorian Curriculum and supported by a therapeutic approach based on the Berry Street Education Model.
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.
SC6: Sound level of understanding of the needs of marginalised and vulnerable children who may have experienced complex trauma, including the barriers, enablers, and the ability to engage each child to progress their learning.
Responsibilities Direct face to face teaching in small classes and in one to one settings to year 7-10 secondary school students from mixed ages and abilities, targeting key literacy and numeracy skills.
Adopting the principles of the Berry Street Educational Model and School Wide Positive Behaviour framework integrating these into day-to-day practice.
Contributing to the development, implementation and evaluation of literacy and numeracy integrated units of work and other curriculum programs within the school to achieve specific student outcomes.
Administer and use diagnostic tools to determine literacy and numeracy levels and to devise individual and targeted activities.
Keep detailed records and assessment learning data that reflects student progress.
Engage in critical reflection to improve knowledge and skills to better engage students and improve their learning.
Work in collaboration with members of the Melton FLO Team and other staff to provide quality outcomes for students.
Engage in ongoing professional development and integrate the learnings into day-to-day practice.
Who May Apply Required:
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.
Experience working with at-risk school-aged children and familiarity with trauma-informed practices.
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