Maths/Science Teacher 7 - 12 (Melbourne)

The Grange P-12 College is a multi-campus school located in Hoppers Crossing in the outer Western Suburbs of Melbourne in the growth corridor of the City of Wyndham. The College is culturally diverse, with our students coming from 58 countries and speaking over 60 languages. All teaching staff are members of a Professional Learning Community who work collectively to develop curriculum and analyse data to ensure work is at an appropriate level for all students. Our focus is to ensure each student is successful at school and is able to complete Year 12, progressing to their chosen pathway in either tertiary study, training or full-time work. Our Sports Science Academy Program specialises in Rugby, Netball, Volleyball, Cricket and Gymnastics. This program operates from Year 4 onwards with pathway partnerships around Sport Science and tertiary institutions. Our STEM Academy is a multidisciplinary, accelerated learning program that integrates Science, Technology, Engineering and Mathematics, with a strong emphasis on real‑world applications and hands‑on, problem‑based learning. The Grange P-12 College offers smooth transitions through the various stages of schooling: P-4; 5-8 and 9-12. Students moving into Prep are immersed in a strong transition program, providing a seamless orientation program into school from kindergarten, day care or home. All students have access to a well‑resourced pathways program from Year 4. A range of intervention programmes also exist across the College to support student learning as well as individual learning plans for students in Year P-6. All Year 6 students undertake a weekly elective programme at the Secondary Campus to familiarise and establish a highly supportive transition to Year 7. There are many options in the later years of schooling for VCE, VM, VPC and VET. Students in Year 10 can access vocational and VCE programmes and we are well resourced with a Trade Training Centre focused on automotive studies as well as VET courses in Hospitality and Hairdressing. The Grange P-12 College has a supportive and encouraging ethos enabling students to engage in a sense of belonging within our school community. Similarly, staff are highly supported by well‑resourced Sub School Teams, Wellbeing Teams and Professional Learning Communities. Our Marrung strategy strongly supports engagement, positive attendance and pathways planning for our Koorie students. The establishment of a dedicated Victorian Pathways Certificate (VPC) Hub will provide an inclusive, structured and targeted pathway for students in Years 10-12 and Years 7-9 particularly those from priority cohorts including students with disabilities, Koorie students and students at risk of disengagement. Our programmes such as Applied Learning (VPC) and Stepping Stones are significant in supporting students from these priority cohorts, tailoring to their specific learning styles. These focus on both educative and emotional development and are embedded in all curriculum areas. The Grange P-12 College is committed to providing a safe and inclusive environment where children and young people feel safe, and their voices are heard regarding decisions affecting their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. 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 programmes 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 the planning, preparation and teaching of programmes 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 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. 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 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. 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 or 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. Classroom teacher – Range 1 The primary focus of the range 1 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 programmes to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. Range 1 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. At range 1, teachers participate in the development of school policies and programmes and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, current entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programmes and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school. Teachers at range 1 are 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 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 programme 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 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 (see Workplace adjustment guidelines). 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 Applicants seeking part‑time employment are encouraged to apply …