French language teacher- secondary

Department of Education Victoria – South Yarra VIC 3d ago , from Department of Education & Training Victoria This is a fixed term 1 year vacancy in French at Melbourne High School, Forrest Hill, South Yarra. 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 is on the planning, preparation and teaching of programs to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills to effectively engage students and enhance learning. As classroom teachers gain experience, their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake additional 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 teachers play a significant role in improving student performance and educational outcomes, contributing to the development and implementation of school policies and priorities. They focus on increasing the knowledge base of staff about student learning and high quality instruction. 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 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 Range 1 teachers focus on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. They plan, prepare and teach programs to achieve specific student outcomes. They may supervise and train one or more student teachers, participate in the development of school policies and programs, assist in the implementation of school priorities, manage classroom and organize co‑curricular activities. Responsibilities The role 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 Oral and written proficiency in the teaching of the French language is a requirement of the position. Native speakers or those with qualifications in the French language are preferred. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The department provides reasonable adjustments for staff with a disability. Child Safe Standards Victorian government schools are child safe environments. All staff are committed to protecting students from abuse or harm according to child safe standards. The Child Safety Code of Conduct can be found at Child Safe Standards . DE Values The department's values are Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Conditions of Employment All staff have access to a broad range of employment conditions and working arrangements. Appointment is subject to satisfactory pre‑employment conditions check. A probationary period may apply during the first year of employment, with induction and support programmes provided. Detailed information on terms and conditions is available on the Department's Human Resources website. Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching. If the person completed an Australian postgraduate level initial teaching program on or after 1 January 2024, they must have satisfactorily completed a postgraduate level accredited initial teacher education programme as required. A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also have demonstrated that they have passed the LANTITE requirements. Other Information Oral and written teaching proficiency in the French language is a requirement of the position. #J-18808-Ljbffr