Music Classroom Teacher

Overview East Doncaster Secondary College, located in the eastern suburbs of Melbourne, is a large, co-educational school focused on high academic achievement, excellence in teaching and learning, and student connectedness and wellbeing. The college has an enrolment of approximately 2200 students and 223 teaching and education support staff. We strive to develop passionate lifelong learners who are creative and critical thinkers with the confidence and resilience to thrive in the global community. Our values are curiosity, excellence, fairness, respect, resilience, teamwork and care and compassion. We expect students to support each other as they strive for success as learners. Our catch phrase for learning is Creating a Culture of Curiosity, with a focus on learning improvement for every student. Student achievement data are excellent across a range of datasets and year levels. Diversity enriches the educational experience; we are proudly multicultural with more than 50 nationalities and a strong International Student Program. The College offers an array of alternative pathway options, including external VET provision and a high-quality Vocational Major VCE pathway. We are committed to child safety and address students’ social and emotional needs via the Positive Futures program in a holistic approach. As a high performing school, we celebrate achievements in academics, sport, music and the arts, with happiness, health and connectedness underpinning outcomes. Copies of the School Strategic Plan, Annual Implementation Plan and School Policies can be accessed via the school website at Information regarding Child Safety Policies and practices can be found at 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 planning, preparation and teaching 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, contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to 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 improving student performance and educational outcomes and in developing and implementing school policies and priorities. They focus on increasing staff knowledge about student learning and high-quality instruction 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 to engage in critical reflection and to expand capacity Provide expert advice about content, processes and strategies that shape professional learning Supervise and train one or more student teachers Assist staff to use student data to inform teaching approaches that improve student outcomes Classroom Teacher Range 1 Range 1 focuses on developing skills to become an effective classroom practitioner with structured guidance, planning, preparation and teaching of programs to achieve specific student outcomes. Range 1 teachers may have responsibility for supervising student teachers and may contribute to school policy development and program implementation. They operate under general direction within established work practices and priorities. New entrants receive structured support, mentoring and guidance. They plan and teach student groups, participate in induction programs and professional learning, and may teach across one or more subjects. Teachers at Range 1 are responsible for their own classes and may assist with 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 program Undertaking other classroom teaching related and organizational 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 representative of the community served. We value diversity 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 the need for safe, respectful and inclusive workplaces, and supports flexible work and diversity across all schools and Department workplaces. Reasonable adjustments for staff with disability are provided where needed. 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 and may request a reduced time fraction on a case-by-case basis, subject to operational requirements. Child Safe Standards Victorian government schools are child safe environments. All schools promote safety and wellbeing, with staff committed to protecting students from abuse or harm in accordance with legal obligations, including child safe standards. A Child Safety Code of Conduct is available at the department’s exemplar. Additional information is available at DE Values The department’s values are Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Values information is available at the department website. Other Information We ask applicants to consider including the contact details of three current professional referees with email addresses as part of their attached resume. 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 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. 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 completing an Australian postgraduate level initial teaching program after 1 January 2024, demonstrated completion of a postgraduate level accredited initial teacher education program satisfactory to the Australian standards; A graduate from a Victorian ITE program after 1 July 2016 must demonstrate LANTITE requirements (if part of the Victorian ITE program). Details of qualification requirements are updated from time to time and can be found at Recruitment in Schools. Be careful - Don’t provide your bank or credit card details when applying for jobs. Do not transfer money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr