State Government Of Victoria, Australia | Graduate Teacher
vor 12 Stunden
Chaffey Secondary College is located in Mildura Victoria, which is 545 kilometres from Melbourne.
The purpose of Chaffey Secondary College is to grow all of our young people academically, socially, and emotionally, to be proud of themselves, the school, and the community in a safe and inclusive environment.
This is achieved through our values of Respect, Inclusion, Pride and Responsibility (RIPR).
Chaffey has a student population in 2024 of approximately 700 students in Years 7 - 10.
This position provides the opportunity for a teacher to join our team in 2024 and beyond.
Our college continues to grow and we have a number of structures in place to support new and beginning teachers throughout the year and long-term.
New and beginning teachers are well-supported through our induction program and in an ongoing capacity in their teaching and professional development.
The college is incredibly well-resourced with outstanding facilities.
This includes MacBooks and iPads in all classes, a 180-seat theatre, a two-court gymnasium, training room, and extensive grounds that offer outdoor basketball courts, exercise circuits, park warrior challenge course with the addition of our new multi-use surface which includes 6 tennis courts and hockey pitch.
Chaffey Secondary College also has a farm that is used to run the Northern Mallee Horticulture Immersion Program and Hands on Learning Program.
Chaffey Secondary College is a Musical Futures International Champion School.
The college is also one of 35 accredited S.E.A.L.
(Select Entry Accelerated Learning) schools in Victoria, and the only S.E.A.L.
school in north-west Victoria.
Additional programs are provided to meet the learning needs of students with a disability, students from diverse backgrounds, students requiring academic extension, and students requiring literacy and numeracy intervention.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills.
Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning.
Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills.
Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values.
Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
Role - Graduates 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 - Graduates Core responsibilities include:
Planning and implementing a range of teaching programs or courses of study Teaching an area of the curriculum or a general curriculum to a year level Monitoring, evaluating and reporting student progress in key learning areas Implementing strategies to achieve targets related to student learning outcomes Maintaining records of class attendance and recording student progress Implementing effective student management consistent with the school charter.
Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio Additional responsibilities may include but are not limited to:
Supervising a range of student activities including support and welfare programs Contributing to a range of co-curricular programs Who May Apply - Graduates To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and not be employed as a teacher by the department at the time the advertised position is to commence Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
Eligibility for incentive payments:
The successful candidate is committing to a minimum of 1 year employment at this school The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence 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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