Flexible Learning Options
vor 3 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
Occupation: Teacher
Reference: 1453508
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 CaLM and VPC programs operate out of the CaLM campus located in Kurunjang, Victoria whereas students within the FLIP program have a blended learning timetable where they study online from home and are also provided face to face education support at the Melton Library and the CaLM campus.
The CaLM program caters for up to 35 students from year 7 – 10 and FLIP caters for up to 60 year 7-10 students.
Many FLO students have experienced a degree of trauma and present with learning difficulties, social, emotional, and mental health issues, low attendance, and challenging behaviours.
The Melton FLO programs have a team of highly trained staff including a Campus Principal, two Leading Teachers, six teachers, three Education Support staff, a Wellbeing Coordinator, a Transitions and Pathways Advisor, and an Administration Assistant.
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.
Onsite class sizes are small, and the academic program consists of literacy, numeracy, personal development, health, sport, nutrition, arts, music, technology, pathway planning and work-related skills.
Vision At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe , respected and can achieve their personal best - academically, emotionally, and socially.
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.
Role 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.
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.
Implement, record and analyse 1:1 reading recovery programs with students.
Provide verbal feedback and written assessment and reports to parents/carers.
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, as well as other staff from DE schools, and other agencies, to provide quality outcomes for students.
Engage in ongoing professional development and integrate the learnings into day-to-day practice.
Use multiple sources of feedback to inform professional learning goals and classroom practice.
Participate and contribute to student case management meetings.
Liaise with community agencies, employers, and other education providers when necessary.
Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions.
Provision of educational and well-being support to students in a way that is trauma-informed and promotes safety, positive relationships and creates a supportive learning environment.
Undertaking other non-teaching supervisory duties.
Undertaking other classroom teaching related and organisational duties as determined by the FLO Leading Teachers and/or FLO Campus Principal.
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 have had training and/or are familiar with trauma informed practices.
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.
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Flexible Learning Options
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