Classroom Teacher - Secondary Maths

Job type: Full time / From 28/01/2025 - 26/01/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1452467
Location Profile Alamanda College is located in the growth corridor of Point Cook. Alamanda College strives to be internationally minded and provides a supportive, nurturing and challenging learning environment, encouraging high expectations for student success.
Alamanda College is currently involved in two building upgrade projects. Over the next 3-4 years, the portable buildings will be replaced through a VSBA masterplan. This is an exciting time for the new designs fit for purpose for the next decade at Alamanda College.
The design of the permanent buildings in the school is open plan, and the school has many relocatable classrooms. A strong focus is placed on collaborative teaching and learning. The school's design lends itself to flexible groupings of children with a differentiated focus on group and individual tasks. The classrooms are grouped in learning communities with shared learning spaces; the modern design requires a demonstrated ability to utilise pedagogical practices suited to these learning spaces. An emphasis will be placed on teachers and children working in home groups and breaking out into small focus groups within each community setting.
McRel research in Balanced Leadership, Mentoring and Coaching, Creating High Performing School Cultures underpins the school's work. The school is aligned to FISO 2.0 through the Victorian teaching and learning model.
Alamanda is a 1-to-1 iPad/MacBook school and uses technology to engage students with their learning, as well as meet their individual needs. Staff must be confident and willing to engage in study of "Using Technology with Classroom Instruction that Works" research to support this strategy. The primary school is an accredited International Baccalaureate primary school. The PYP is offered for the Prep to Year 6 students, and the secondary school is based on the Middle Years Program, which is offered for the Year 7 to Year 9 students. The PYP & MYP Learner Profile underpins the management of students and has helped to build a positive and engaging learning environment.
The school will operate with the theory of action:
All children can learn. High expectation for every child. Continued effort and practice enables all children and young people to learn, to achieve and to improve their learning potential. Personalised learning, goal setting, and differentiation of curriculum tasks and teaching styles improve the capacity for students to learn. All children can learn if given ongoing continued intervention, support and time to practice. There is a strong focus on professional development for all staff, which includes an emphasis on building leadership capacity and implementation of best teaching practice. The 'Practice Principles for Excellence in Teaching and Learning' and Marzano research-based instructional strategies are utilised across the school to ensure that teaching practices are purposeful and are proven to have a high impact on student learning.
The school motto is "Dare to be Wise" which underpins management of student engagement and teaching pedagogy. Leadership and the teaching staff strive to implement a guaranteed, viable, and rigorous differentiated curriculum that promotes lifelong learning and encourages students to become global citizens.
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.
SC6 Demonstrated ability and preparedness to work in a middle year's program delivering an inquiry-based curriculum.
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 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.
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/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 programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. 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 programs 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.
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-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 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.
EEO AND OHS Commitment Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces.
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:
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.
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 programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at VIT LANTITE To be eligible for employment, transfer, or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
#J-18808-Ljbffr