CLASSROOM TEACHER

CLASSROOM TEACHER - LEGAL STUDIES/HUMANITIES Department of Education Victoria – Frankston VIC 7 days ago, from Department of Education & Training Victoria Frankston High School is a large multi‑campus co‑educational school situated in South Frankston. We have a strong sense of tradition with excellent parent involvement and strong links with the local community. The school has a student population in excess of 1,950 students. The Year 7–10 and Senior campuses occupy nearby sites. Outstanding facilities are shared by both campuses and include a STEM Centre, a 380‑seat Performing Arts Theatre, and a large indoor sporting complex featuring a 2‑court basketball stadium, a fully equipped gymnasium and a heated 25‑metre swimming pool. Additionally, students have access to outdoor basketball/netball courts, an athletics track and a multi‑purpose synthetic field. Sporting teams and individual students achieve high levels of excellence at state and national competitions. Students also have the opportunity to participate in our highly regarded Instrumental Music programme and annual School Production. A well‑established transition programme helps students to adjust from primary to secondary school and the Year 7 and 8 tutorial programmes engender a sense of security and belonging. As students progress through each sub‑school they are introduced to increased choice, flexibility and responsibility, culminating in more adult learning environments in the Senior Campus. In each sub‑school the curriculum aims to promote extension and enhancement of learning for all students. Students achieve outstanding results in the VCE and in tertiary selection, and the school is placing increasing importance on offering VCE programmes which maximise tertiary opportunities for all students. There are a large number of accelerated courses on offer. Vocational Education and Training (VET) programmes are now well established at the senior level. There is a continued focus on assisting students to take increased responsibility for their own learning as they progress through the school. The school has a strong focus on teaching and learning, with an emphasis on embedding evidence‑based strategies to improve student learning across all classes. Central to this focus is teacher professional learning and collaboration. The school has invested greatly in learning technologies. A successful one‑to‑one Hybrid device programme runs across all Year 7 to 10 classes and the school is a Microsoft Surface Lighthouse School. We actively seek and respond to student voice across all levels of the school, and combined with invaluable feedback from parents and staff, we continue to develop our exceptional school. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills, and 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 programmes on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning, and 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, and 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, and 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 programmes to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry to improve knowledge and skills to effectively engage students and enhance their learning. As the classroom teacher gains experience, the contribution to the school programme 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. Range 2 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. Focus on increasing staff knowledge of student learning and high‑quality instruction to assist the school in defining quality teacher practice. Drive the following: Content knowledge and pedagogical practice to meet the diverse needs of all students. Exemplary classroom practice and coaching other teachers in critical reflection and capacity building. Expert advice about content, processes and strategies that shape individual and school professional learning. Supervision and training of one or more student teachers. Support staff to use student data to inform teaching approaches to achieve targets related to improving student learning outcomes. Range 1 Further develop skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. Plan, prepare, and teach programmes to achieve specific student outcomes. Operate under general direction within clear guidelines, following established work practices and documented priorities. Supervise and train one or more student teachers. Participate in the development of school policies and programmes, assist in implementing school priorities. Focus on classroom management, subject content, and teaching practice. New entrants to the teaching profession in initial years receive structured support, mentoring and guidance from teachers at higher levels. Plan and teach student groups in one or more subjects, and participate in induction programmes and other professional learning activities that integrate curriculum, assessment and pedagogy. Responsible for teaching own classes and may assist in policy development, project teams and organisation of curriculum activities. Responsibilities Direct teaching of groups of students and individual students. Contribute to the development, implementation and evaluation of a curriculum area or other curriculum programme within the school. Undertake other classroom teaching‑related and organisational duties as determined by the School Principal. Participate in activities such as parent‑teacher meetings, staff meetings, camps and excursions. Undertake 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. 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 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 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 Qualifications Requirements Provisional or full registration approved by the Victorian Institute of Teaching. If the person completed an Australian postgraduate level initial teaching programme 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 programme 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 programmes in Australia: Standards and Procedures'. A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at #J-18808-Ljbffr