Secondary Classroom Teacher Outdoor Ed And Humanities …, Melbourne

Success 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 skilled learning to continually improve the quality of teaching. Role Overview The classroom teacher classification comprises two salary ranges—range1 and range2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programmes to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve knowledge, skills and the effectiveness of their teaching practice. Classroom Teacher Range2 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 contribute to the development and implementation of school policies and priorities. A critical component of this work focuses on increasing the knowledge base of staff within their school about student learning and high‑quality instruction to assist the school in defining 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 support staff to expand their capacity.
- Provide expert advice about the content, processes and strategies that will shape individual and school‑qualified 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 Range1 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. Range1 teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. They may also supervise and train one or more student teachers and participate in the development of school policies and programmes.
- Responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co‑curricula activities.
- Under guidance, new 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 ensure the integration of curriculum, assessment and pedagogy across the school. Responsibilities
- 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. Qualification Requirements
- The person must have 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 1January****, 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 1July**** 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). EEO & Child Safety Statement
- 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.
- All Victorian government schools are child‑safe environments. All school staff are committed to protecting students from abuse or harm in accordance with child safe standards. #J-18808-Ljbffr Apply on Kit Job: kitjobau.com/job/3rqpih