Teacher - Dinner Plain Campus - Ongoing

Applications are sought for a Teacher at our Dinner Plain Campus.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 (in State Education) 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.While the school has a highly developed outdoor and adventure education curriculum that honours the DoE and Outdoor Education Policy and operational provisions, the teaching and learning program should be of particular interest.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 upon returning home.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.Core Moral PurposeThe core moral purpose of the school rests in a mixture of the following:Best practice middle years education, including appreciating the works of Pendergast (2017) Teaching Middle Years and Bandura (2005) Self Efficacy Beliefs of Adolescents.A contemporary interpretation of the adolescent 'rite of passage.''Long service leave' for year nine students, as applied to many Australian industrial settings.Reinterpretation of contemporary paediatric and adolescent psychological research as applied to education.Understanding the implications of a student-centred approach to education including what it means to be a learner in the 21st Century and connection with Nature (Louv).An interpretation of Tuckman's forming-storming-norming-performing model.Agency, Authenticity, Action-LeadershipMiddle years experiential educational best practice informs our curriculum content and pedagogy. These include engaging activities as the basis of our work, project-based work, inquiry-based learning, experiential learning, working on concrete work tasks, teamwork, integrated use of ICT, reflective practices, meta-cognitive learning, thinking, and learning profiling and community living. The deliberate limitation of resources and the creation of learning/decision-making tension points are keys to the success of learning.Rite of PassageThe contemporary 'Rite of Passage' refers to that which many say has been lost in the modern, western capitalist paradigm. Traditional cultures incorporated a period, at about puberty, of separation from family, minimal communication with family/community, and undergoing physical/emotional hardship. The successful reintegration to community/society after such an undertaking often included scarring or cicatrisation as a mark of successfully undertaking this hardship.Many suggest that an extended period of separation and learning such as that offered by the Alpine School program can represent a contemporary rite of passage.The learning they are undertaking is hugely valuable in itself. We have to re-assign a value to the learning undertaken in this 'long-service leave' construct.Beliefs and ValuesThe school has developed a core set of beliefs and values which underpin the school operations, curriculum, assessment, and program decision making. The successful applicant should show in their application an alignment with and commitment to these core values.Self-Belief.Relationships.Roles and Responsibilities Specific to the SettingAs a result of the multi-campus operation and the residential 9-24/7 operation on each campus, 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.Selection CriteriaSC1: 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.ResponsibilitiesThe 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 ApplyTeachers 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.Child Safe StandardsVictorian 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.VIT LANTITETo 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.
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