Classroom Teacher

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. 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 (see). 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 : 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 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. Location Profile Mooroolbark College is a school of 1,000 students located in the outer eastern suburbs of Melbourne. The school has a Student Family Occupation (SFO) Index of .45. The College is nestled in a residential area and has an outstanding vista of the Dandenong Ranges. The spacious and attractive grounds provide a safe and secure environment for the students and have excellent facilities that support the Teaching and Learning that takes place in all programs that promote the achievement of excellence. Mooroolbark College’s focus is principally on academic excellence, with staff who are committed to continuous improvement of student learning outcomes. A balanced and diverse range of programs is available to allow students to choose and complete an appropriate pathway and extra-curricular activities to build on their strengths and interests. The College boasts a strong record of academic achievement within the Junior School Aspire program and the Victorian Certificate of Education. The College provides a stimulating and secure learning environment involving a wide network of community partnerships within the VCE, VCE VM and VET programs. At Mooroolbark College our House System has an emphasis on pastoral care which is designed around a strong belief in students belonging to `something bigger than self`, something that values, protects and supports them, with distinct emphasis on the importance of relationships. House offices are located centrally around the Student Wellbeing & Learning Centre of which incorporates the College’s wellbeing team, First Aid, café and recreational seating as well as the College library. Each House consists of a House Leader, two Cluster Co-ordinators, a Learning Mentor and a Pathways Advisor. With a focus on SWPBS, our College values of Respect, Resilience, Compassion and Endeavour are central in all college operations. The teaching and learning program is built on an embedded instructional model incorporating engage, explain, action and review. Whilst our College values span throughout all year levels, Year 7 has a specific focus on Resilience, Year 8 on Respect, Year 9 on Endeavour and Year 10 on Compassion. The school values educational leadership and our School Improvement Team consists of the Principal Class, Business Manager (ES), Inclusion Leader (ES) and all Leading Teachers and Learning Specialists. The College is proud of the tradition that is built around Student Leadership, SRC and House Captains, Academic Awards and Sporting Achievements. #J-18808-Ljbffr