English/Humanities Classroom Teacher (Melbourne)

Job Summary 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. Core Competencies (SC1‐SC5) 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; 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; 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; reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. Range 2 Classroom Teacher Range2 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. 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. Range 1 Classroom Teacher The primary focus of the range1 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. Range1 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. Participate in the development of school policies and programs and assist in the implementation of school priorities. Focus on classroom management, subject content and teaching practice. Recent 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 plan and teach student groups in one or more subjects and are expected to participate in induction programmes and other professional learning activities that ensure the integration of curriculum, assessment and pedagogy across the school. 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 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. Qualification Requirements Provisional or full registration approved by the Victorian Institute of Teaching. If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1January____, they must demonstrate satisfactory completion of a postgraduate level accredited initial teacher education program 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 programs in Australia: Standards and Procedures". A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1July____ must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. Diversity and Inclusion The Department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. 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. #J-*****-Ljbffr Apply on Kit Job: kitjobau.com/job/3rfcv5