Teacher - English 7-12 $5000 Sign On

Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1460623
Job posted: 22/12/2024
Closes: 12/01/2025
Classification: Classroom Teacher
Job duration: From 28/01/2025
Location ProfileThank you for considering working at Boronia K-12 College, located in the outer eastern suburbs. Choosing a school where you will feel supported by the leadership team and your colleagues; but also provided with opportunities to grow your craft through quality professional development and resources, is a pivotal decision for your career.
At Boronia K-12 College, our vision is to create a welcoming environment where everyone feels safe, valued, and respected. A school that is not only supportive and inclusive but one that engages and challenges every student and staff member to foster a love of learning and be at their personal best.
Our college is a unique medium-sized school that offers students the opportunity for a continuous educational journey from 3-year-old kinder to Year 12. We combine the benefits of both large and small schools, offering excellent facilities, a broad range of subjects, and co-curricular activities such as camps, student leadership, sports, and excursions. At the same time, we provide strong pastoral care, individualised academic support, and a close-knit community where staff know students and their families well.
In the last 6 months, there have been many positive changes. This includes a new vision and direction supported by a strong narrative for improvement, operationalised by the Strategic Plan (2025 - 2028). Priority areas for the college are to embed our Instructional Model, Professional Learning Communities (PLC) approach, Response to Intervention Model, School-wide Positive Behaviour Support, Respectful Relationships and the Berry Street Education Model believe that one size does not fit all in education.
Our school is divided into three sub-schools (approx. 510 students) to foster strong relationships between students, teachers, and families:
Junior School: Includes our Early Learning Centre for three and four-year-old kinder and primary years from Foundation to Year 6. As an International Baccalaureate accredited school, we offer a world-class curriculum.Middle School: Covers Years 7 to 9, allowing students to personalize their learning with a wide choice of electives.Senior School: Encompasses Years 10 to 12, preparing students thoroughly for their chosen pathways with a range of VCE and VET subjects.Within each sub-school, students receive personalised care from a Learning Mentor Teacher (Years 7 to 12) or a Classroom Teacher (Foundation to 6). They are also supported by our Wellbeing and Careers Teams, including a full-time Director of Wellbeing, School Counsellor, Youth Worker, Chaplain, Adolescent Health Nurse, Primary Wellbeing Leader, Doctors in Secondary Schools program, and Careers Practitioners.
We are proud of the sense of community that we have developed at our college and believe that what sets us apart is the way in which we personalise our approach to each student's education, supporting and extending them to reach their full potential.
Our College wide Instructional Model and Learning Culture defines the approach we take to teaching and learning. This ensures seamless transitions for all students. Our curriculum is designed to allow all students to demonstrate their abilities and progress their learning.
Our programs aim to develop the whole child - they become inquiring, knowledgeable and caring young people who want to make a difference, locally and globally. In the Junior School, this is supported by an affiliation with the International Baccalaureate. In the secondary years, independent study skills are fostered through an increasing array of learning experiences within and beyond the college.
We are privileged to be able to offer these programs within one of the most impressive school environments in the outer-east. If you are interested to find out more, go to our website, book a tour or give us a call.
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.
RoleThe 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-curricular activities.
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. 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 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. 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.
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.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. 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.
To apply for this role, you will be redirected to the Schools (Government) job application system.

#J-18808-Ljbffr