Classroom Teacher - Maths/Vce Maths

Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1441868 Job posted: 11/10/2024 Closes: 24/10/2024 Classification: Classroom Teacher Job duration: From 28/01/2025 At our College, we are committed to a quality, first-class education that encourages its young people to develop the skills required to thrive in an ever-changing, global community.
For our young people to achieve at a high level, they need to be supported by their community, students, staff, and parents.
At Officer Secondary College, we foster strong, positive partnerships that put the student at the centre and believe learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion, and support.
We value academic pursuits and take pride in helping our students to develop solid core values and an appreciation of the world around them.
We encourage students to be inquisitive and think critically, be creative, view issues and problems from a range of perspectives and to see learning as an ongoing adventure.
We promote and cultivate independent thought and the building of character.
This enables students to contribute to their communities in a meaningful and positive way.
Our students are supported to expound our college values - Excellence, Inclusion, Respect, Creativity, Critical thinking, and Global Citizenship and uphold our College's motto, "Learning Together, Learning to Lead, Together we Inspire".
Our teaching environment is designed to maximise student learning by creating a calm and orderly learning environment.
We thrive in designing spaces that value student attention and allow our students to achieve the best possible outcomes.
Our teachers work collaboratively across the College to ensure that the curriculum is delivered in a consistent teacher/student centered format which allows students to learn in a supportive environment to consolidate and then build on their understandings to become confident learners.
Additional support is available to students to revise concepts or to further extend their knowledge, ensuring every opportunity is given to all students to achieve their potential.
Having a highly committed staff and supportive community provides us with the optimum conditions for success.
Learning Communities To facilitate student support and allow each student to be known and feel connected, Officer Secondary College has implemented four Learning Communities.
Each Vertical Sub School is made up of students from Year 7 - 10.
These Learning Communities are supported by Sub School Learning Culture Leaders, Learning Community Leaders and Learning Community Teachers, fostering an encouraging and friendly atmosphere in which students can learn effectively, and focus on preventing problems before they occur.
Each Learning Community Leadership team also includes a Learning Specialist who supports the teachers in the Learning Community to improve their practice and a Wellbeing Team member, who ensures each student's emotional needs are met.
All teachers are assigned to a Learning Community and teach the students in this Learning Community.
This support includes closely monitoring the academic and personal growth of each student in their Learning Community.
Students remain in the same Learning Community from Year 7 to 10 at Officer Secondary College, which allows Sub School Learning Culture Leaders and Learning Community Leaders to develop a close relationship with each student and understand each student's individual needs.
Learning Community Leaders liaise with students' families as the need arises.
In Year 11, students transition from the 7 -10 Vertical Sub School to the Senior Sub School.
This allows a dedicated team, again led by a Sub School Leader and a Year 11 Learning Community Leader and a Year 12 Learning Community Leader.
At Officer Secondary College, our focus is on developing students' confidence and leadership qualities.
We cultivate a nurturing atmosphere, empowering students to embrace challenges, whether within academic pursuits, in sports, student leadership, the Performing Arts and Instrumental Music.
Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.
At Officer Secondary College, there are many opportunities for active participation.
Student Leadership positions result from a rigorous process involving written applications, interviews, and student voting, fostering holistic school engagement.
There are a variety of responsibilities and activities that the student leadership team is involved with during the year, with a particular emphasis on building their capacity as leaders.
These opportunities allow students to enhance their leadership skills, to experience success and meet challenges which build self-confidence and resilience and to build on the six school values: Creativity, Inclusion, Respect, Excellence, Critical Thinking and Global Citizenship.
Officer Secondary College has Gold recognition of SWPBS.
We are extremely proud of our staff, students, and community as we continue to create a positive school climate, a culture of student competence and an open, responsive management system for all members of the College.
Please ensure that your application includes: a resume including relevant experience as well as personal details (name, address, email address and contact numbers, business and home) a section addressing the selection criteria and the requirements for application under the Who May Apply section names and contact numbers (telephone and email if possible) of at least two referees Please note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.
PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION 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.
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-curricular activities.
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.
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.
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.
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.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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