Mullauna College in Mitcham is a child-safe learning environment. Our school has a long and proud history of academic excellence and providing a stimulating and secure learning environment for students. Our vision is that we are a vibrant learning community in which all members of the community are continually learning and striving to improve. In this we exemplify the college motto of ‘Success Through Learning Together’. Students are supported and encouraged to aspire to achieve their personal best in academic and co-curricular endeavours, and to be persistent and resilient learners who value curiosity in themselves and others.
While the college focus is very much on academic excellence, the belief that happy, healthy, resilient students learn best and achieve their best is a guiding philosophy. Students are supported in their intellectual, emotional, social and physical development by a highly professional group of teachers and education support staff. In the classroom, the focus is on creating a learning environment that is current, stimulating, rigorous, values excellence and centered on the learning of every child. Mullauna College provides students with access to up-to-date ICT resources that supports our ‘anywhere, anytime’ learning philosophy. We believe that it is essential that our students see themselves as global citizens who have a valuable contribution to make society at every level. Students participate in a comprehensive co-curricular program that includes camps, sport, music, the performing arts, debating, leadership, student governance and service.
Mullauna College is entering an exciting new era with a recent $5.23 million building and Master Plan Grant which will initially see development in the west wing of the school.
This follows significant upgrade of learning spaces in 2017 which accommodates flexible curriculum opportunities for students, and facilitates teachers’ innovative and collaborative practice. The facilities upgrade is a mix of new and renovated spaces and includes:
The college has developed the innovative Makerspace precinct which provides a learning environment where all teachers from every faculty can deliver STEM curriculum particularly for students in years 7 to 9. The college supports teachers in offering students opportunities to be involved in big projects that encompass a variety of disciplines and which facilitate authentic, deep learning using state-of-the-art technology.
Position: Classroom Teacher Mathematics
Classification: Classroom Teacher
Responsible to: The Principal Team
Time Fraction: 1.0 = 38.00 hours per week
Other: This position will include junior classes of sport
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.
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:
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.
The role of classroom teacher may include but is not limited to:
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.