Prep - Year 6 French Teacher

Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1442357 Location Profile Tarneit Prep-9 College is situated in the western suburbs of Melbourne in the local area of Wyndham.
The College was established in 2013 with an enrolment of 331 students and reached a peak of 2366 students in 2023.
The Wyndham area has seen the opening of more than 10 schools in the past few years which has resulted in the altering of the College's enrolment zones and consequently the College is beginning to see a decline in enrolments, particularly in the primary area.
This will need careful management throughout the new School Strategic Plan.
The secondary enrolment numbers grew rapidly throughout the last School Strategic Plan and during the turbulent times of COVID-19.
Student wellbeing and engagement proved to be a challenge because of the rapid growth and disrupted learning period and has required the college to rethink its approach to ensure students develop the skills needed to be confident, resilient, aspirational students who reach their best.
The introduction of a House Model in 2022 will remain a strong focus to support the college to build students' sense of connectedness and to empower students to be active agents of their learning.
The college has experienced workforce shortages that have resulted in the employment of a high proportion of graduate teachers, Permission to Teach teachers, and casual staff.
Some secondary staff have been required to teach outside their field.
The Professional Learning Community (PLC) Model has been implemented at the College and will continue to be used as the main vehicle for building teacher capacity.
The focus will be on: Build a culture where every adult knows their students and takes responsibility for learning achievement, growth, and wellbeing.
Focus PLCs on differentiated teacher learning using student data to ensure all students make measurable and ambitious gains, for which all staff share accountability.
Engage staff and students in giving and receiving feedback to ensure continuous improvement in teaching and learning across the college.
Develop shared and high expectations that are visible and referenced.
Ensure teachers participate in peer observations and reflect and act on feedback.
The School Performance Report moved the rating for reading and numeracy from Transform in 2022 to Renew in 2023.
Over the previous strategic planning period the college introduced an instructional model, documented its guaranteed and viable curriculum, and strengthened collaborative processes.
The college reported that these are not yet embedded and there was further opportunity to improve learning outcomes for students.
It is intended that the college continue to expand the use of evidence-based teaching and learning strategies to improve learning achievement and growth.
The college will continue to strengthen the use of data and evidence to differentiate and evaluate curriculum and pedagogy to improve student learning and wellbeing and embed the use of HITS to increase cognitive challenge and the use of rich learning tasks.
The Tarneit community is comprised of diverse family backgrounds, with 42% of students' parents being born in India, 8% of students' parents being born in Australia and New Zealand, and the other 8 from the top 10 countries of birth (of Parents) coming from Pakistan, Samoa, Ethiopia, Philippines, Sudan, Bangladesh, and Somalia.
The College has seen an increase of students coming to the school from other countries, particularly into the later stages of primary and early stages of secondary and therefore will need to review its approach to EAL.
The College Student Family Occupation index has slightly declined and is 0.4719 indicating that the community comes from mid-social economic backgrounds.
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.
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 Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity.
Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.
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.
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership, and Human Rights.
The department'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 department values is available at: #J-18808-Ljbffr