Health Education Teacher

Department of Education Victoria – Dromana VIC 10d ago , from Department of Education & Training Victoria Dromana College is located on the Mornington Peninsula, approximately 85km south of Melbourne. The college has a student population of 1800. Students are bussed in from all parts of the Mornington Peninsula with more than 20 primary schools providing Year 7 students each year. The college has a Student Family Occupation index (SFOE) of 0.46 and an SFO of 0.54, which reflects a broad range of socio-economic backgrounds within the student population. Dromana College has worked extremely hard to establish itself as an educator of choice within the local area. Our College is committed to the safety, participation and empowerment of all our students. We pride ourselves on providing a safe and orderly environment and on maintaining a culture where students willingly embrace our clearly defined values of respect, responsibility, integrity and personal best. Building an outstanding learning and teaching program upon these foundations has then become the ongoing focus of the college. Literacy and Numeracy skills are whole school priorities and our commitment to developing these skills within all Learning Domains and subjects are shared by all staff members across the college. Dromana College is also committed to ensuring that all students are able to access ICT on a 1:1 basis, through our Notebook program. The Year 7/8 program focusses on building students core skills and providing them with broad access to all eight Learning Domains. Year 7/8 also has a strong Pastoral Care program that focusses on developing strong positive relationships between students and their peers, between teachers and students and between our teaching staff and the parent and wider school community. Year 7 students and their team of teachers make use of an exclusive Year 7 area that ensures the transition into the college is student focussed, supportive and positive. In Year 9 the program is focussed both on continuing to develop students core skills and on providing students with choice over their learning. The Year 9 program includes single gender English and Maths classes that have proven to be very successful. The Year 9 program includes a combination of core and elective subjects that align strongly with Senior Schools Pathways and also builds links with the local community. Within the Senior School students are able to access a broad range of Year 10 and VCE electives. Year 10 students are strongly encouraged to access VCE Unit 1 and 2 electives, whilst the Year 11 and 12 VCE and Vocational Major Programs cater to a broad range of pathways to ensure the individual needs of all students are met. VET Programs are available for students to access in Year 10, 11 and 12. In recent years the College infrastructure has undergone significant development to cater to the increasing student population. The development of a state of the art Design Centre and Language Centre as well as the installation of multipurpose courts, playground equipment and the upgrading of the college environment has had a positive impact on our ability to meet student learning needs and on the culture of the college. Dromana College also prides itself on our relationships with external stakeholders and the extra curricula opportunities we afford our students. Partnerships with local organisations such as Monash University and feeder Primary Schools and the opportunities for students to participate in enhancement programs are integral to our success as an educational provider. The College has a thriving Arts Program that gives students the opportunity to participate in various productions, College Musicals, Art and Fashion Exhibitions and Music and Dance Programs. Likewise the Sport Program offers all of the traditional inter-school sport options as well as specialised offerings in the areas of Basketball (in partnership with the Southern Peninsula Basketball Association), Cycling, Sailing and Athletics. An extensive camp and excursion program including: Japanese and Indonesian homestays and language tours. A wide range of Year Level, Outdoor Education and subject specific camps further enhance the educational experience and the holistic development of our students. Of course quality teaching and education support staff is the most important factor in any classroom. Dromana College has an excellent reputation for attracting and retaining motivated and committed staff and for developing staff and facilitating collaborative work practices to ensure that the needs of all Dromana College students are fully met 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. 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-curricula activities. Responsibilities 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au 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. 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 DE Values 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 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. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'. a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr