Legal Studies And Humanities Teacher

Department of Education VIC – Werribee VIC 6 days ago, from Department of Education & Training Victoria Suzanne Cory High School is the only selective entry high school in the western suburbs and one of only four selective schools in the state of Victoria.
The current enrolment comprises 910 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non-government schools.
Students are of above average ability and have high aspirations and a strong commitment to their studies.
Enrolment at Suzanne Cory High School is through an entrance examination common to all four selective entry schools in Victoria.
Details about this process can be found at this link.
Our mission at Suzanne Cory High School is to develop well-rounded students that excel in all areas not just academically.
Our students become students of the world, and of wide and varied disciplines.
This is developed through a diverse and challenging curriculum and the teaching of our core school values of respect, aspiration and contribution.
Respect: We develop students that have a respect for their learning, individuals, diversity and community (both locally and globally).
Aspiration: Our students are encouraged to aspire to be lifelong and reflective learners, achieving to the best of (and beyond) their capabilities.
Contribution: At SCHS we facilitate students to be engaged citizens who regularly and positively contribute to the local and global community around them.
Our students are encouraged to highlight their individuality.
As a school we aim to foster individuality and inclusiveness via our SWPBS framework and through the development of relationships between staff and students and within the student body to create a whole learning community.
Our students graduate with strong connections to the school, their school house and the wider community.
This is encouraged and developed through the range of extra-curricular activities our students participate in, including the house program, sport and music programs.
Suzanne Cory High School's educative purpose is to develop the desire and ability of students to think and learn in a multifaceted manner so that all students can become engaged citizens enabled to access future learning.
We value learning that is: Deep: Students are challenged to construct and apply new knowledge, skills and understanding to new situations.
They are encouraged to form theories, find patterns and make connections in their learning.
Student's critical, creative and higher order thinking skills are developed.
Challenging and accessible: We use the principles of differentiation to understand student's entry points and devise learning programs that vary in content and product to support individual student needs.
The learning needs of all students are valued and content and skills to be developed are appropriate to those learning needs.
Student Centred: Students are participants in their own learning and spend the majority of their class time in active learning experiences.
Links between student's interests and the taught curriculum are encouraged.
Positive: Strong peer-peer and student-teacher relationships exist.
The classroom culture is productive and enjoyable with an emphasis on learning outcomes.
There is an optimistic attitude and growth mindset evident in all members of the class.
The school's four-year learning program incorporates a broad based curriculum at year 9 and 10 that encourages students to maintain breadth and develop a range of thinking strategies.
In years 11 and 12 students can choose to undertake the VCE or the International Baccalaureate Diploma Program.
University Extension Studies are encouraged and supported for students in year 12 who wish to access them.
All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture.
An extensive induction program supports new staff in their first year of the school to understand the school values and processes as well as pedagogic approaches that support the needs of highly able learners.
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, their 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.
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.
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