Student Engagement Classroom Teacher Range 2

Student Engagement Classroom Teacher Range 2 13 days ago , from Department of Education & Training Victoria
Sale, situated in East Gippsland, is a vibrant regional centre nestled between the Ninety-Mile Beach and the Great Dividing Range.
With a population of around 15,000, it's a perfect spot for nature enthusiasts who love the mountains, rivers, or the coast, and the diverse lifestyles they offer.
Sale College aims to be known as a compassionate community that includes staff, students, parents, and guardians.
Their mission is to provide outstanding programs and services designed to nurture confident students capable of realizing their potential and becoming valued members of the community.
Vision: Sale College envisions being an educational leader that is highly effective, striving to deliver exceptional outcomes in Student Achievement, Personal Attributes, and Qualities as Learners.
Aim: The goal is for every student to learn, achieve, and succeed, making a positive difference.
Values: Sale College is committed to instilling three core values (Respect, Achievement, and Belonging) in students, enabling them to become valued members of the community.
The college has two campuses: the Macalister Campus, centrally located in Sale's business district, hosts all Year 10 and VCE students, while the Guthridge Campus, situated three kilometres east of the town centre on a seven-hectare site, caters to students from Years 7-9.
Sale College offers a high-quality curriculum covering eight areas: English, Maths, Science, Technology, Humanities, Languages Other Than English (LOTE), Art, and Physical Education & Health.
These are in accordance with the Victorian Curriculum, Victorian Certificate of Education (VCE), and VCE Vocational Major (VM).
For students at Year 7 to 9 levels, the college has highly successful Select Entry Accelerated Learning (SEAL) Programs, Literacy and Numeracy Intervention Programs, and a structured Year 7 and 8 program allowing more time with fewer teachers.
In Year 9, students participate in a Personal Learning program.
At the senior level, students access a broad, comprehensive curriculum, providing pathways to employment, further education, and tertiary entrance through the VCE and Applied Learning program.
The college also operates a Vocational Education & Training (VET) program in conjunction with Federation Training and other smaller Registered Training Organisations, establishing community partnerships within the Wellington Shire.
Students at Sale College benefit from a 1:1 netbook program and have access to a wide range of extracurricular activities, including a highly regarded Instrumental Music program.
Sale College has a guaranteed and viable curriculum developed around the Learning Architecture, incorporating instructional strategies like the Gradual Release of Responsibility, underpinned by PLC structures and protocols to improve student outcomes through collaboration and data utilization.
The college adopts a team-based approach to student learning and wellbeing from years 7 to 12.
Learning Team Leaders collaborate with groups of staff within these teams to build strong relationships with students and gain a deep understanding of student needs.
To ensure a safe, supportive, and secure environment, Sale College employs an effective network of programs and organizational structures.
Student management plans focus on positive reinforcement, clearly defined expectations, and consequences that encourage students to take responsibility for their actions.
This is achieved through a restorative practice approach and School Wide Positive Support.
For more information about Sale College, please visit their website at www.salecollege.vic.edu.au.
Selection Criteria SC1: Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.
Demonstrated high level of ability to respond to student learning needs.
SC2: Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3: Demonstrated high level of ability to monitor and assess student learning.
Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4: Demonstrated high level of interpersonal and communication skills.
Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
Role 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 studentsModel 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 capacityProvide expert advice about the content, processes and strategies that will shape individual and school professional learningSupervise and train one or more student teachersAssist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.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.
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.
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.
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