Senior Maths Teacher Yr10-12

Location: Melbourne | Southern Metropolitan Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1448221 Job posted: 31/10/2024 Closes: 13/11/2024 Classification: Classroom Teacher Job duration: From 28/01/2025 Work location: Melbourne | Southern Metropolitan Location Profile At Mount Eliza Secondary College (MESC), a collaborative and personalised approach supports students and staff as active learners. We work to empower students to be their best by questioning their experiences, expressing themselves with confidence, and participating in local, national, and global communities. We are committed to safety and wellbeing for all young people, which is the primary focus of our care and decision making. Our college values, Educated for excellence - Prepared for life , underpin all we do. The College is an accredited International Baccalaureate school and runs the Middle Years Program in Year levels 7-9. There is a wide array of VCE subjects to choose from, electives in Year 10, VCE, some Distance Education options, VCAL, and the new VCE Vocational Major. Located in the Shire of Mornington, Mount Eliza Secondary is a medium-sized secondary college that provides for students from over 15 feeder primary schools, including a large number from the local Central Peninsula Network (CPN). The current school enrolment is 751 students, enabling a guaranteed and viable curriculum, notwithstanding a rich array of extra-curricular programs and activities, including in the areas of Music, Performing Arts, and Sport. The College has long been known for its caring and dedicated approach to its students, the calibre of young people who attend, and the support of its parent community. These factors remain as strengths of the College, as does our desire for continuous improvement and a commitment to remain one of the highest performing government colleges in the Frankston and Mornington Peninsula areas. The major focus for our work in recent years, and into the next Strategic Plan, is around: Maximise the achievement and learning growth of all students: Design and embed a curriculum and pedagogical approaches that explicitly develop Literacy and Numeracy skills, and that promote deep inquiry and authentic application of learning across all areas. Build all teachers' capability in using data to monitor students' learning growth, to address their points of learning, and to offer differentiated learning challenges. Maximise the wellbeing and engagement of all students: Enhance students' agency through opportunities for real-world learning, improved feedback practices, and increased choice in their learning. Embed a whole-school approach, with tiered and responsive practices, that supports all students' wellbeing and engagement in school. We continue to address an approach as a whole college to focus on accountability and consistency, and a genuine belief in meeting the needs of our students. Managing increasing enrolments continues to be a priority that we are happy to have. To manage and promote a calm and restorative learning environment, growth in student numbers has led us to employ additional staff to support the wellbeing and behaviour of our young people. This has included the recruitment of an Assistant Principal, increased Coordinator time, and increased Mental Health Practitioner time. We have also become partners with Adam Voigt's REAL SCHOOLS. 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 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. 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. #J-18808-Ljbffr