French Classroom Teacher (Classroom Teacher)

French Classroom Teacher (Classroom Teacher) Job posted: 08/05/2024
Job type: Part time / From 18/07/2024 - 17/07/2031
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1414737
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 qualifications and ability to teach French to Year 10
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.
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 programs 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 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 CommitmentApplicants 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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. Information on the department values is available at:
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.
Location Profile Canterbury Girls¿ Secondary College seeks to provide a quality educational environment, tailored to meet the needs of girls, with a focus on success in a range of academic, creative and sporting endeavours and the development of self-esteem and integrity.
Canterbury Girls¿ Secondary College is a learning community in which members respect each other. Both individual achievement and contribution to group activities are encouraged and valued. The principles of partnership, support and responsibility are used to foster high levels of achievement and satisfaction. Valued college traditions develop a sense of continuity and identity for students and teachers. The College is also committed to promoting leadership skills in a learning environment based on co-operation, self-discipline and concern for others.
Canterbury Girls¿ Secondary College is a Year 7 to 12 college situated in the City of Boroondara approximately 10 kilometres east of Melbourne. The College of around 950 students provides an excellent educational environment for girls featuring a wide breadth of learning opportunities and a broad co-curricular program.
Accommodation constraints at the College have resulted in the establishment of a fixed enrolment zone approved by Eastern Metropolitan Region (EMR) of the Department of Education Training (DET). Enrolment at the College at the beginning of Year 7 can generally only occur from residents within the zone and as such restricts other students who may wish to study at the College.
The student population is characterised by a relatively low proportion of LOTE speakers at home.
The school is structured as two sub-schools in response to the different learning and support needs of girls as they progress through a secondary school. The Middle School comprises Years 7-9. At Year 7 the focus is transition followed by consolidation at Year 8. The Year 9 program is designed to take students out into the community and broaden their knowledge of the Australian society. The structure and operation of the Senior School, Years 10-12, reflects the increased maturity of its students and the preparation for transition to tertiary studies. Year 10 girls are able to access a wide range of VCE Units 1&2 and likewise in Year 11 to access Units 3&4. University enhancement is encouraged for more able students. The recognition of achievements occurs in a number of ways eg Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at Whole School, Sub School and Year Level Assemblies.
Canterbury Girls¿ Secondary College has a strong relationship with the de Bono Institute and is an accredited de Bono school. Work by teachers with the de Bono Institute has been a major focus in terms of professional development and subsequent student engagement with Thinking Tools and strategies. All teachers undergo training in de Bono Thinking Tools and it is an expectation that they will be incorporated into the teaching and learning programs.
A vibrant house system provides many co-curricular opportunities in areas such as sport, the performing arts (dance, drama and music), debating and Chorals. A high participation rate in house activities exists at each year level. The awarding of house stripes is keenly sought after. The house system nurtures the girls¿ pride in their college which reinforces their sense of belonging and being valued for their contribution to their house. All staff are assigned to a house and support students in their house activities.
The College values and encourages student leadership. Positions of responsibility exist from Year 7 to Year 12. Student input and leadership ranges from curriculum discussion to the social wellbeing of peers to sporting and cultural activities. Roles include the Student Leadership Team, House Captains, Form Captains and Student Representative Council members. The College Ambassadors, drawn from Year 9 students, conduct tours of the College at work for prospective parents, their daughters and visitors including those from overseas.
The enthusiasm and dedication of the College Council, Staff, Parents¿ Association, Students¿ Representative Council and The Mangarra Society (former students¿ association) gives our college a real sense of community and shared purpose.
Part time / From 18/07/2024 - 17/07/2031
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