Science Teacher Ongoing - Melbourne, United States - Schools (Government)

Description

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:

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

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 ).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on:

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:

DE Values

The Department's employees commit to upholding DE's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE'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 DE values is available at:

Conditions of Employment

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

Carranballac is a two-campus P-9 College located in Point Cook, a suburban community, 25 kms south-west of the Melbourne city centre. The College was established in 2002 with the opening of its first campus in Dunnings Road followed in 2006 by the second campus in Jamieson Way. Our 2023 enrolment is 1084 Foundation to Year 9 students (549 at Boardwalk and 535 students at Jamieson Way). The College serves the demographically diverse communities of Point Cook and Altona Meadows. The area is primarily residential serviced by a wide range of expanding commercial businesses and family services. The modern amenities and parklands create an environment for a well-organised, quiet and interactive community.

The College's two campuses provide a range of facilities enabling ready access for community activities and shared usage including a joint use agreement with Scouts Victoria which is also used by the Before/After School Care Program on the Boardwalk Campus. The College has a primary and secondary structure with separate timetables. A school review in 2021 has a provided a new School Strategic Plan which sets the direction for the next four years.

Carranballac P-9 College comprises a range of flexible learning and teaching spaces, including well resourced libraries, music rooms (including a recording studio and rehearsal rooms), science labs, a performing arts centre, food technology kitchens, a wood technology room, a visual arts facility which includes graphic and textile rooms and large gymnasiums. Students have access to outdoor facilities including ovals, basketball courts, shade covered playgrounds, passive play areas and kitchen gardens.

The Student Family Occupation (SFO) index is currently in the Low-Medium socio-economic band. The College currently has a small indigenous and refugee student profile, an EAL profile of approximately 28% and 3% of students who qualify for the Program for Students with Disabilities (PSD) funding. Our student population is culturally diverse, comprising of over 63 different nationalities from around the world including 2% who are Aboriginal or Torres Strait Islander. In 2023 there are 20 overseas students enrolled.

A number of support and extension programs are in place both within the core curriculum and as a part of an extensive extracurricular program. Japanese language is provided for Foundation to Year 8 students. In 2023 the college employs 67 FTE teaching staff, 2 Campus Principals and 3 Assistant Principals each leading a lead team focused on achieving the goals in the Annual Implementation Plan. Strategic employment has been undertaken with methods based staff (English, Maths and Science) for the secondary school. An educational support (ES) staff structure with FTE staff is in place to support administration and students with additional needs. Currently there are no Aboriginal and Torres Strait Islander staff employed. The College has a strong focus on mentoring and coaching to support the implementation of targeted teaching and learning.

The School Council is active in overseeing policy development and financial control. Parents and Friends subcommittee actively engage in the life of the school.

The College's Mission statement is: Our College fosters excellence in lifelong learners who are resilient, connected and respectful.

The College's Vision is: One College, Infinite possibilities, Working together, Embracing the future

The College's Values are: Respect, Inclusiveness, Resilience, Integrity, Responsibility