Job type: Full time / From 28/01/2025 - 23/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1460946
Location Profile Applications are sought for a Teacher at our Snowy River Campus for 2025.
The School for Student Leadership (Trading as The Alpine School) is an exciting and unique year-nine specialist school. The school has been operating for 24 years and more than 10,000 students have participated in that time both in Victoria and when an international operation was conducted in China from 2014-2019. It currently consists of four campuses.
All campuses are in regional Victoria and include:
Gnurad-Gundidj Campus, Noorat-Glenormiston. Forty-five students live, learn, work, play, recreate, and undertake adventures at the schools in a unique highly supported leadership education program. The school has modelled the educational program on an Experiential Education model, and at its core has a project/inquiry learning and social-enterprise focus.
A highly developed curriculum, pedagogical, assessment, and reporting approach relates to the Victorian Curriculum F-10 Capabilities.
An extensive outdoor, environmental, and adventure education program is an embedded part of the school learning program. All students participate fully in this as it is an essential component of the character education aspect of leadership and experiential education.
The curriculum revolves around nine learning concepts that have evolved out of the school values and align with and reflect the F-10 Capabilities. The school recognises that the concept of leadership is contested and has an agreed position that these concepts combine to measure this construct.
The main visible outcome of the program is the Community Learning Project. This is a student-led and driven project that students implement on return to their home communities.
A CLP is referred to as triple "A" rated learning because it is:
Authentic. It is genuinely developed and delivered by students. Agentic. The project is owned by the students, and they have control over it. Actioned. The students have to DO something to deliver a project. Leadership is a "verb.". The action component is important. The school values and notes that leadership is an action not a position or title.
Roles and Responsibilities Specific to the Setting The role requires a person with a flexible, enthusiastic, and team-oriented approach. All staff work in a close team environment with their colleagues, and a culture of collaboration, sharing, and feedback permeates this relationship.
The Principal is the instructional leader in the school, the Ex-Officio member of council, direct line-manager to all staff but delegates this responsibility as required. The school Principal is currently primarily based at Snowy Campus and will be often mobile. The Campus Principals and the Leading Teachers with the Generalists will form the core of the teaching staff. The Business Manager has a vital advisory role with both the Principal and the Campus Principals in making and supporting resourcing decisions. The Education Support Staff are intrinsically connected to the successful outcomes that the school aims for. The kitchen and catering model is critical to the success of the learning program and the staff follow a common approach to healthy food for growing adolescents. The school has a Community of Practice approach to ensure high quality outcomes for students, to ensure consistency of practice between teachers, classes, care and supervision, ICT, ICT management, catering and food provision, outdoor and adventure activities, campuses, and days, uses evidence and data and privileging time for school strategic goals. 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 knowledge, skills, or experience in teaching and learning related to education for year-nine students away from usual school settings.
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.
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