Job ID: 1222961
Location: East Doncaster Secondary College
Department: East Doncaster Secondary 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: 04/18/2021
Contact Name: Jasvinder Kaur
Phone: 03 9842 2244
School Website: www.eastdonsc.vic.edu.au
East Doncaster Secondary College is a large, single campus, co-educational school with a focus on high academic achievement, excellence in teaching and learning and a broad, inclusive co-curricular program, situated in the eastern suburbs of Melbourne.
The College has an enrolment of over 1600 students and 150 teaching and education support staff.
As a College, we strive to develop passionate learners who are critical thinkers with the confidence and capability to engage in the global community. We want students to experience a sense of achievement and growth in their academic, personal, social and emotional development. The College values of curiosity, excellence, fairness, respect, resilience, teamwork, care and compassion reflects these desired outcomes.
Our catch phrase as learners is “Creating a Culture of Curiosity” – we strive to ensure that there is a focus on learning improvement for every student. We have high expectations that our students will commit to being supportive of each other as they strive for success as learners. As a result, our student achievement data is excellent across a range of data sets and year levels.
Diversity adds to the richness and quality of the students’ educational experience at East Doncaster Secondary College. We are proudly multicultural across more than 40 nationalities, with an international student program of over 100 students. Over 40% of our students undertake English as an Additional Language (EAL) study.
Alternative pathway options to enable greater flexibility to cater for individual needs are a strength of the College. Students have access to external VET provision and a quality delivery of vocational pathway options that include VCAL (as a member of the atEAST consortium) and the recently introduce Headstart program.
At East Doncaster Secondary College, we are committed to child safety. We strive to ensure that our students are safe, happy and empowered. Through a holistic approach to wellbeing, the College offer an extensive overlay program, ‘Positive Futures’, as a means of visibly addressing the social and emotional needs of our students in a multi-dimensional and integrated approach. Our College embraces both social and cultural diversity and inclusion and we are proud of the recognition we received in this sphere by continuing in our role as ‘lead school’ in the state-wide ‘Respectful Relationships’ program.
As a high performing school, achieving consistently outstanding VCE results, East Doncaster Secondary College prides itself on academic excellence in an environment where individual and collective student academic, sporting, music and the arts achievements are recognised and celebrated. Underlying the focus on excellence is the recognition that such outcomes can best be achieved in an environment where students are happy, healthy and resilient.
Copies of the School Strategic Plan, Annual Implementation Plan and School Policies can be accessed via the school website www.eastdonsc.vic.edu.au
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.