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Classroom Teacher In English/drama - Monbulk College

Private Company - State Mine Gully, NSW

Any Industry
Source: uWorkin


Job Description

Job ID: 1228692
Location: Monbulk College [Multiple Location Campus]
Department: Monbulk College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Part-Time
Ongoing/Fixed Term: Ongoing
Classification: Classroom Teacher
Apply By: 06/21/2021

Other Information
Begin Date: 07/12/2021
End Date:
Hours: 19.00
Contact Name: Fran Ibbott
Phone: 97519000
School Website: www.monbulkcol.vic.edu.au

Location Profile
Monbulk College promotes personal excellence in a caring environment. The College community has, as its highest priority, the encouragement and support of students in their commitment to the pursuit of excellence and the achievement of their potential in all endeavours: academic, physical, cultural and community.

College Vision
Monbulk College aims to provide a challenging education in a stimulating environment which will enable students to:

  • Be creative and critical thinkers who actively contribute to society both locally and globally
  • Achieve their best in all endeavours
  • Develop into confident, healthy and resilient life-long learners.

Monbulk College believes in and values:

  • Respect - treating self, others and the environment with integrity and honesty
  • Excellence - achieving your personal best in every aspect of college life
  • Responsibility - taking ownership of your personal and educational development

School Motto
Achieving personal excellence in a caring environment.

Monbulk College was opened in 1963 and is a Year 7-12, co-educational college with an enrolment of 580 students and has a SFOE index of 0.34. It is located 50km east of Melbourne in the heart of the Horticulture Industry with many parents/students working in this field. Hospitality and Tourism are also large employers in the area.

Monbulk College provides a broad curriculum. In addition to offering a wide variety of VCE studies), the College offers the VCAL (including School Based Apprenticeships) and VET program and is part of a VCE HeadStart cluster. The College has a well-established transition program and Information Communication Technology is used extensively. The college runs an Instrumental Music program, an ADVANCE program with emphasis on Lifesaving and has a Sister School relationship with Ujiyamada Commercial High School in Ise-shi, Mieken, Japan and Schwerin Sports Gymnasium in Germany. Monbulk College has successfully participated in the annual National Schools Volleyball Competition, regularly being placed in the top ten schools. Every year it offers students the opportunity to participate in a World Challenge program.

Monbulk College is an active member of the Dandenong Ranges Network and works cooperatively in joint ventures with surrounding primary and secondary colleges. Parents of the college are regarded as active participants in their children's education and display a pride in the College as evidenced by involvement in College committees and activities. An active student body, Monbulk Student Voice, is responsible for promoting student issues and concerns.

In 2018 Stage 1 of the new masterplan was built and Stage 2 was completed in 2019. Stage 3 is expected to be completed by the end of 2022.

Monbulk College is committed to maximising educational opportunities for all students, striving for ongoing improvement and enhancing our links with the wider community. As an e-smart accredited school the college has a BYOD program and addresses cyber safety. As a government college it ensures that processes are in place to ensure student safety in all areas and team leaders and the well-being coordinator are used to ensure the child safe standards are maintained by all employees. Year Level Teams are an important focus of the college in ensuring improved student outcomes in both learning and well-being. Professional learning through peer observation and collaboration is a feature of the college and is part of the performance and development process which is completed by all teachers through teams.

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.

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.

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.