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June

Classroom Teacher - Pe 12

Private Company - State Mine Gully, NSW

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Source: uWorkin

JOB DESCRIPTION

Job Description

Job ID: 1228460
Location: Canterbury Girls Sec. College
Department: Canterbury Girls Sec. College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Graduate Teacher Program
Apply By: 06/21/2021

Other Information
Begin Date: 07/12/2021
End Date: 07/11/2028
Hours: 15.20
Contact Name: Dr. Mary Cannon
Phone: 03 9830 5099
School Website: www.cgsc.vic.gov.au

Location Profile

Canterbury Girls’ Secondary College seeks to provide a quality educational environment, tailored to meet the needs of girls, with a focus on success in a range of academic, creative and sporting endeavours and the development of self-esteem and integrity.

Canterbury Girls’ Secondary College is a learning community in which members respect each other. Both individual achievement and contribution to group activities are encouraged and valued. The principles of partnership, support and responsibility are used to foster high levels of achievement and satisfaction. Valued college traditions develop a sense of continuity and identity for students and teachers. The College is also committed to promoting leadership skills in a learning environment based on co-operation, self-discipline and concern for others.

Canterbury Girls’ Secondary College is a Year 7 to 12 college situated in the City of Boroondara approximately 10 kilometres east of Melbourne. The College of around 950 students provides an excellent educational environment for girls featuring a wide breadth of learning opportunities and a broad co-curricular program.

Accommodation constraints at the College have resulted in the establishment of a fixed enrolment zone approved by Eastern Metropolitan Region (EMR) of the Department of Education Training (DET). Enrolment at the College at the beginning of Year 7 can generally only occur from residents within the zone and as such restricts other students who may wish to study at the College.

The student population is characterised by a relatively low proportion of LOTE speakers at home.

The school is structured as two sub-schools in response to the different learning and support needs of girls as they progress through a secondary school. The Middle School comprises Years 7-9. At Year 7 the focus is transition followed by consolidation at Year 8. The Year 9 program is designed to take students out into the community and broaden their knowledge of the Australian society. The structure and operation of the Senior School, Years 10-12, reflects the increased maturity of its students and the preparation for transition to tertiary studies. Year 10 girls are able to access a wide range of VCE Units 1&2 and likewise in Year 11 to access Units 3&4. University enhancement is encouraged for more able students. The recognition of achievements occurs in a number of ways eg Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at Whole School, Sub School and Year Level Assemblies.

Canterbury Girls’ Secondary College has a strong relationship with the de Bono Institute and is an accredited de Bono school. Work by teachers with the de Bono Institute has been a major focus in terms of professional development and subsequent student engagement with Thinking Tools and strategies. All teachers undergo training in de Bono Thinking Tools and it is an expectation that they will be incorporated into the teaching and learning programs.

A vibrant house system provides many co-curricular opportunities in areas such as sport, the performing arts (dance, drama and music), debating and Chorals. A high participation rate in house activities exists at each year level. The awarding of house stripes is keenly sought after. The house system nurtures the girls’ pride in their college which reinforces their sense of belonging and being valued for their contribution to their house. All staff are assigned to a house and support students in their house activities.

The College values and encourages student leadership. Positions of responsibility exist from Year 7 to Year 12. Student input and leadership ranges from curriculum discussion to the social wellbeing of peers to sporting and cultural activities. Roles include the Student Leadership Team, House Captains, Form Captains and Student Representative Council members. The College Ambassadors, drawn from Year 9 students, conduct tours of the College at work for prospective parents, their daughters and visitors including those from overseas.

The enthusiasm and dedication of the College Council, Staff, Parents’ Association, Students’ Representative Council and The Mangarra Society (former students’ association) gives our college a real sense of community and shared purpose.

Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

SC6 Demonstrated qualifications and capacity to teach PE to Year 12

Role
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.

Responsibilities
Core responsibilities include:

  • Planning and implementing a range of teaching programs or courses of study
  • Teaching an area of the curriculum or a general curriculum to a year level
  • Monitoring, evaluating and reporting student progress in key learning areas
  • Implementing strategies to achieve targets related to student learning outcomes
  • Maintaining records of class attendance and recording student progress
  • Implementing effective student management consistent with the school charter.
  • Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

  • Supervising a range of student activities including support and welfare programs
  • Contributing to a range of co-curricular programs

Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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