Technology Classroom Teacher

Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re‑define its destiny in a positive way. Vision – to be an inclusive connected flourishing learning community. Our school values have been developed in consultation with the whole community. They are: Aspiration Kindness Respect Social – Community and Demographics On a single site the school comprises facilities for primary, secondary and special needs education. The school is highly integrated with a common set of values and behavioural and learning expectations for all. Overall enrolment numbers reflect the demographics of the Maryborough community. Strong and supportive School Council and parent involvement is encouraged. Committed Student Representative Council and a strong student leadership structure. Enthusiastic, professional staff team consisting of 76 effective full‑time teachers and 41.37 school support staff. Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group. The school has a School Family Orientation of .6856. Educational Provision of a vibrant and productive education, Foundation to 12 and Specialist Education. Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students. VCE, VET and VCAL courses. Trade Training Centre. Excellent further education pathways established and successful tertiary placements for students. Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after‑school activities, and sporting activities. Technological Bring Your Own Device computer provision is being phased in from 2015. Provision of computer suites and notebook trolleys are established throughout the school. Internet and intranet use is supported. Data projectors in all learning areas. Environmental – Grounds and Facilities Classrooms are modern and are traditional in their layout. Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for the future. 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 programmes 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 programmes 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 programme 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 Direct teaching of groups of students and individual students. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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 successful, to 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. 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at . Program Benefits This position has been advertised as part of the Regional Relocation Incentives (RRI) and includes retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria. Payments and support on offer (subject to candidate eligibility criteria, see below) Reimbursement of relocation expenses (up to $5,000 ) and support to identify suitable housing. $10,000 (before‑tax) retention payments (pro‑rata for positions less than full‑time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before‑tax). Each retention payment is subject to successful completion of employment milestones. RRI Candidate Eligibility Criteria The successful candidate must be a new employee to this school. The successful candidate must remain employed at this school for 2 years to receive their initial retention payment, and remain for subsequent years for the third‑year and fourth‑year payments. The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application and relocates), as outlined within 'Travel and Personal Expenses – Teaching Service'. The successful candidate's ordinary place of residence is not classified as 'Remote Australia (Vic.)' or 'Outer Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas. Where the recruiting school is located within 'Inner Regional Australia (Vic.)', the successful candidate's ordinary place of residence is not classified as 'Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas. Further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas and classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area'). Further information regarding this offering is available on the department's website: . 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 programmes 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