Alternative Setting Class Teacher

  • Victoria State Government - Education and Training
  • Ballarat VIC, Australia
  • 16 Jul, 2021

Job Description

Job ID 1231998
Location Phoenix P-12 Community College [Multiple Location Campus]
Department Phoenix P-12 Community College
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 07/28/2021

Other Information
Begin Date 08/02/2021
End Date 12/17/2021
Hours 38.00
Contact Name Karen Snibson
Phone 03 5329 3293
School Website

Location Profile
Phoenix P-12 Community College is a growing co-educational school situated in the southwest of Ballarat. We are an inclusive school that embraces learning across the life span by catering for students from the commencement of kindergarten to the completion of year 12. The College services a wide geographical area including the suburbs of Delacombe, Redan and Sebastopol and rural townships within the Golden Plains. Our College community includes a diverse range of families from various socio-economic backgrounds. The College prides itself on delivering outstanding academic and co-curricular educational opportunities for all students. Our goal is to develop socially respectful and responsible global citizens, by empowering our students to strive for personal, educational and vocational success and excellence.

Phoenix P-12 Community College is committed to educating the whole child. We build engagement through purposeful, student centred learning that emanates from an agreed instructional model. We ensure that every student is achieving optimal learning growth through outstanding instruction in literacy and numeracy and the provision of meaningful targeted feedback. Our comprehensive and challenging academic focus is supported by an extensive co-curricular program that includes sport, drama, music, public speaking, student leadership and the arts. The College explicitly teaches School Wide Positive Behaviours (SWPBS) to ensure that emotional wellbeing is fostered within every child and that they leave the College as active, positive members of the community.

The establishment of Learning Villages (Foundation to Year 4, Years 5 & 6 and Years 7- 12) within the College ensures that every student has a deep sense of communal belonging. The College values of Respect, Responsibility, Integrity, Cooperation and Excellence are at the core of all relationships and guide every daily interaction. We believe that quality relationships based on inclusiveness and mutual respect between parents, teachers and students are the key to us achieving our purpose.

Student wellbeing is critical in empowering students with the social and emotional competencies to experience success and happiness in a rapidly changing world. A comprehensive student wellbeing structure is in place throughout the College. These expert teams coordinate a series of inclusive programs and services that build student self-worth, personal identity and relationships of mutual respect. The College has comprehensive transition programs that support students as they prepare to enter school, progress through the College and prepare for life beyond the College.

The mission of Phoenix P-12 Community College is to excel in the provision of broad, flexible and inclusive educational pathways. ICT is embedded within in the curriculum and across the College. Every student has the opportunity to be truly engaged in a comprehensive senior year’s program where VCE and VCAL pathways are equally valued. A wide range of VCE and VET studies are offered to our senior students including access to School Based Apprenticeships, supported through the DET Head Start initiative.

Phoenix P-12 Community College is dedicated to achieving ongoing improvement in learning outcomes for its students. To achieve this there is a continual focus on the development of teacher practice and efficacy. All teachers are engaged with Professional Learning Communities (PLC’s) that follow the improvement cycle and have a foundation in the sharing of best practice and research. College leadership teams continue to seek out cutting edge professional learning experiences for the development of teacher practice and pedagogy. Alignment with the University Of Melbourne Network Of Schools provides an ongoing relationship with the world’s most respected educational leaders.

Phoenix P-12 Community College embraces its position within the community. The College has a time proven capacity to build community partnerships that transform educational opportunities and outcomes for students. The College precinct includes a number of vibrant community agencies such as the Ballarat South Community Hub, the Phoenix Kindergarten and Ballarat Health Services. Additionally, the College is proud to partner with The Smith Family and the Centre for Multi-Cultural Youth to provide a co-located service model that enriches outcomes for students.
Phoenix P-12 Community College is proud to be at the heart of the local community, offering truly student centred, rich learning programs that promote exciting and extensive pathways into an increasingly global society.

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 including. an understanding of education in the Alternative setting environment.

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.

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.

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.