English Teacher, Ongoing - Tarneit Senior College

  • Victoria State Government - Education and Training
  • Tarneit VIC 3029, Australia
  • 22 Jul, 2021

Job Description

Job ID 1232304
Location Tarneit Senior College
Department Tarneit Senior College
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part-Time Full-Time
Ongoing/Fixed Term Ongoing
Classification Classroom Teacher
Apply By 08/01/2021

Other Information
Begin Date 08/09/2021
End Date
Hours 38.00
Contact Name Simon Haber
Phone 03 9749 0246
School Website www.tarneitsc.vic.edu.au/

Location Profile
Tarneit Senior College – ‘Integrity, Innovation & Focus’.

Tarneit Senior College is located in a developing area of Wyndham, approximately 25 kilometres from the Melbourne CBD.

The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2021 we have approximately 870 students enrolled. In 2022 the expected enrolment will increase to approx. 1000 students with a long term enrolment projection of up to 2000 students.

Our feeder schools are local P-9 colleges, including Baden Powell College, Truganina P-9 College and Tarneit P-9 College. Significant enrolment also comes from new families moving into Tarneit.

Comprehensive curriculum, pathways and transition programs enable the College to cater for the academic and vocational needs of students. The college offers a comprehensive and rich VCE program that caters for student preference, and a well-established VCAL program that allows for applied learning. There is emphasis on the social, emotional, cultural and academic needs of our students in order to develop their full potential.

Through a caring and safe ‘House’ structure; individual students are encouraged to think, reflect and develop into successful learners so that they can take their place in society as informed, responsible and active members of the community of Tarneit and beyond.

We encourage our students to participate in our extensive range of extra-curricular activities and community engagement programs which are tailored to suit a range of interests and abilities. We believe participation in these programs improves academic performance, builds connectedness to peers, expands student interests, and develops the skills required to actively contribute to the broader community.

Tarneit Senior College is defined by:

  • A well-balanced curriculum program that utilizes purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development
  • Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post compulsory pathways for Years 10 to 12 students
  • The participation of staff in professional learning teams focussed on subject expertise and high level understanding of students
  • Shared educational responsibility between parents, staff and students
  • Effective channels of communication that promote trust, positive interactions and strong links with the wider community

Our teaching & learning focus includes an emphasis on developing the literacy and numeracy technical skills of our Year 10 cohort. This involves an increase in time spent in literacy and numeracy related subjects at this year level.

We have a continual focus on improving Yr12 ATAR results. This approach focusses upon improving teaching & learning delivery and the use of data to understand then improve our work.

Tarneit Senior College offers the unique opportunity for teachers and staff to work in a specialised senior environment catering for a large number of VCE/VCAL & VET studies, whilst also having the capacity to embed their understanding, implementation and delivery of the Victorian Curriculum through year 10.

Tarneit Senior College seeks teachers and educational leaders who have a passion for teaching within their subject area to the highest level and maximising outcomes for all students. Tarneit Senior College has a strong commitment to the development of Literacy and Numeracy through our Technical programs at Year 10 and a strong Pastoral Care program known as Tarneit Time across all year levels; all teachers are expected to be active contributors to the development and implementation of 1 or more of these key initiatives.

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.

SC6 The capacity to commit and make an active contribution to the growth of student Literacy and Numeracy through our Technical programs or support for Tarneit Time as our Pastoral Care initiative.

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 classrooms 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.