PE Classroom Teacher

Overview Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive. The College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education. Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses. The development of one Middle Years College with two campuses provides flexibility while maintaining opportunities for strong relationships and knowledge of student needs, enhanced in smaller schools. The College also provides opportunities for teachers to develop extensive teaching expertise in this important stage of schooling — the middle years. Our mission is a student-focused learning community from which our graduates will be: Be confident, capable and self-motivated Be comfortable living in a world of diverse people, cultures and beliefs Be able to establish and maintain effective relationships Be tolerant and act with empathy Be respectful of self and others Make meaningful contributions to society — the local and global community Demonstrate intellectual tenacity and persistence in problem solving Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands Respond positively and appropriately to change and challenges Set high expectations for themselves and act to meet those expectations Flourish in a digital world and be a skilled user of evolving technologies Be aware of post-school options and successfully access them In the Middle Years College: Teachers specialise in meeting needs and improving outcomes for middle years students Teachers generally work in a house across year levels There are improved leadership options for Year 9 students There is a focus on programs such as TLI (Targeted Literacy Intervention), AAP (Academic Advancement Program), Civics and Citizenship There is a concentrated focus on transition with stronger links with neighbourhood feeder primary schools and the Wodonga Senior Secondary College Common report writing, timetabling, roll marking and student management software is used at each campus There are expanded curriculum offerings for the middle years including strong academic studies in all areas of the Victorian Curriculum, including classroom and instrumental music The campuses offer languages — Indonesian, Japanese Middle Years programs are not restricted by timetable constraints of senior campus requirements Authentic purpose — student outcomes include completion or production of tasks relevant to the young people, demonstrated through presentations, performances, creations and event management Celebrate and share opportunities that exist with the Flying Fruit Fly Circus School Strong partnerships with the wider community including tertiary institutions, community agencies and businesses Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School. 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 planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience, contributions to the school program beyond the classroom increase. 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, contributing to the development and implementation of school policies and priorities. A key focus is increasing the knowledge base of staff about student learning and high-quality instruction to help define quality teacher practice. Range 2 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 to engage in critical reflection and to support staff to expand their capacity Provide expert advice about 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 Classroom teacher Range 1 The primary focus of Range 1 is on developing skills to become an effective classroom practitioner with structured support and guidance from senior staff, and on planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for delivering their programs. Range 1 teachers are skilled professionals who operate under general direction within clear guidelines and may have responsibility for supervising and training student teachers. They participate in development of school policies and programs and assist in implementing school priorities. The focus is on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance. Under guidance, new entrants will plan and teach student groups in one or more subjects and participate in induction and professional learning activities. Range 1 teachers are responsible for teaching their own classes and may assist in policy development, project teams and co-curricular 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. The Department recognises that safe, respectful and inclusive workplaces are 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. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD). Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if successful, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to operational requirements. 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 legal obligations including child safe standards. All schools have a Child Safety Code of Conduct. The department’s employees commit to upholding the department’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Values vary by school but underpin behaviours community expects. Information on the department values is available at the department HR site. 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 terms and conditions of employment is available on the Department's HR website This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive and 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): A commencement incentive payment (pro-rata for positions less than full-time) to the amount of $50,000 (before-tax) 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 milestones TFI candidate eligibility criteria: The successful candidate must be a new employee to this school The successful candidate is committing to a minimum of 2 years of employment at this school The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years For further information on ABS remoteness classifications or to review a school address, refer to ABS Maps via the Australian Bureau of Statistics. 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 If completing an Australian postgraduate level initial teaching program after 1 January 2024, demonstrate completion of a postgraduate level accredited initial teacher education program A Victorian ITE graduate after 2016 must demonstrate LANTITE requirements Applications close Wednesday 10 December 2025 at 11.59pm #J-18808-Ljbffr