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 Tarneit community comprises 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.

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-curricular 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 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.
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.
It is our policy to provide reasonable adjustments for persons with a disability.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
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.

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.

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