English Teacher

Department of Education Victoria – Pascoe Vale VIC 10d ago , from Department of Education & Training Victoria Pascoe Vale Girls College is a Year 7-12 secondary school located in the northern metropolitan suburb of Pascoe Vale. Students are drawn from a wide geographical area. There is a broad diversity of cultural and language backgrounds. At Pascoe Vale Girls College, we are committed to providing students with the opportunity to succeed as learners and as competent and confident citizens who can make a valuable contribution to a global society. Our college values of Respect, Diversity and Achievement reflect community expectations and provide a foundation for relationships and actions within the school community. The School Strategic plan developed for 2023 - 2027 is centred on building practice excellence and developing a positive climate for learning. As a learning community we will focus on: Optimising learning growth and achievement for every student Enhancing student engagement through developing a culture of high expectations for teaching and learning Increasing teacher capacity to implement evidence based high impact teaching strategies and developing differentiated curriculum to improve student learning outcomes Developing a positive climate for learning where students flourish and are empowered through agency, voice and leadership The college leadership structure is aligned with Strategic Plan priorities with a focus on leading improvement in student achievement, engagement and wellbeing. The Principal Team comprises the college Principal and two Assistant Principals all with a collective responsibility to improve student outcomes. Assistant Principals mentor Sub Schools and oversee portfolios across teaching and learning, student wellbeing and college operations. Leading Teachers have responsibility for Sub Schools, Literacy, Numeracy and the development of a Positive Climate for Learning. Learning Specialists work across the college to model excellence in teaching and build practice excellence. Professional Learning Teams support regular professional collaboration and are pedagogy focused. Pascoe Vale Girls College provides a safe and supportive learning environment that encourages all students to succeed. Our Learning Model is informed by current educational research with teachers and students sharing responsibility to achieve positive learning outcomes. There is a comprehensive curriculum providing core subjects at Years 7 - 10 with an extensive elective program to enhance student learning at Years 9 - 10. The college SEAL program provides stimulating learning experiences that challenge, extend and develop the gifts and talents of students by offering acceleration and enrichment. Year 10 students can accelerate their learning with access to VCE and VET studies. The college offers a broad range of VCE subjects and VM programs at Intermediate and Senior levels. The percentage of students engaged in further education or training once leaving the school is significantly higher than the regional and state average. Literacy and Numeracy programs operate at Years 7 - 10 with evidence based teaching and learning strategies utilised to engage students and enhance learning. The City Experience Program at Year 9 provides students with a stimulating and challenging learning environment which enhances their learning experience. The college operates two sub-schools, Years 7-9 (Middle School) and Years 10 -12 (Senior School). A college Wellbeing team works across sub schools to support student achievement, engagement and wellbeing. An extensive co-curricular program offers students the opportunity to engage with the school community and challenge themselves both personally and academically. Students experience success in the College Student Leadership program, Instrumental music, visual and performing arts, debating, interschool sport, camps, STEAM , community based development programs including the St John Youth Ambulance program and through our sister school relationship with Toyota Higashi High School in Japan. These programs and opportunities contribute to student learning success by engaging students and building a sense of connectedness. The college is committed to improving physical resources with the creation of new spaces for Vocational Education and Student Wellbeing. The construction of a new College Performing Arts Centre, Food technology and Music facilities provide specialist learning spaces and enhance links to our community. Commitment to Child Safety Pascoe Vale Girls College is committed to child safety. Our school actively promotes the safety and wellbeing of all students, including the needs of Aboriginal and Torres Strait Islander children, children from culturally and linguistically diverse backgrounds, children with disabilities and vulnerable children. 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. For further information regarding the college vision and values, strategic priorities curriculum and instructional framework please visit: or contact the college Principal, Kay Peddle. 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-curricula 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. 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 (email‑protected) 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: Other Information 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 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'; and 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