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Secondary - Teacher of the Deaf (0.6)

Victorian Government

Reference: 1176127

Location Profile


Charles La Trobe P-12 College is proud to be a diverse and inclusive learning community.

We build the capacity of all our learners to achieve their personal best. The work of teachers is driven by a growth mindset: our teachers understand their students and expect that they will achieve to their full potential. We offer education programs that cater for students’ diverse interests to promote engagement in learning this enables each student to achieve to their full potential. In addition to our core curriculum, in which we focus upon developing literacy and numeracy skills, we offer a broad range of enriched I.T. opportunities including Tech. Ninjas, Astronomy Club and a Maker Space. Our STEM programs prepare students for the future world of work, in which creativity and problem solving will be critical skills. Our open learning spaces promote teaching as a public practice and enable us to provide a safe and orderly learning environment.

Engagement with the community and promotion of diversity are highly valued aspects of College life. We offer a REAL Education curriculum (based on our school values) to enable students to develop strong interpersonal and social capabilities. We pride ourselves on being a community that welcomes all students and families. Our Deaf Facility provides positive education experiences for secondary aged students who are deaf or have hearing impairments. Our International Student Program supports our students to become members of the global community.

Our goal to provide broad educational opportunities for all our students is supported by our partnerships with La Trobe University and Quantum Victoria. We are co-located with Quantum Victoria, which is one of six State specialist Mathematics and Science Centres. This partnership provides a breadth of Science and Mathematics extension and enrichment program for our students. Our partnership with La Trobe University includes:

  • VCE Plus – access to university subjects for VCE students
  • Homework Club – a free tutoring program for secondary aged students
  • School Partnership Program – an immersion program designed to promotes university as a post-school pathway for secondary aged students
  • The Teaching School – an internship program for pre-service teachers.

Our Mission

At Charles La Trobe P-12 College we believe every student should be supported to learn to their full potential: to achieve their best and to be their best.

Our Moral Purpose

“Every student will fulfil their personal potential and graduate from school prepared for life’s pathways.”

Our Motto

Our motto is ‘to strive, to seek, to excel.’ We encourage all our students to strive to achieve their personal best, to seek new knowledge and skills, and to excel in their areas of special interests or talents.

The College Vision

Our vision is to support students to become confident learners who achieve to their full potential. To accomplish this, we offer an education approach based upon the Framework for School Improvement (DET).

  • We support all students to become literate and numerate.
  • We foster curiosity by immersing students in problem solving, and providing opportunities for invention and innovation.
  • We empower students to discover their potential by offering a personalised learning approach, this means educational programs are tailored to individual abilities and accommodate students’ interests.
  • Our staff work collaboratively to design and deliver education programs that are engaging and challenging, that include achievable outcomes.
  • We nurture empathy and compassion through listening and sharing experiences.
  • We promote honesty, trust and personal responsibility.
  • We create relationships that are caring, supportive and encouraging.

Our REAL Values

Respect

We protect the right of all students to learn and teachers to teach. Mutual respect and personal responsibility of all members of the College community enable us provide a safe and orderly learning environment.

Excellence

We encourage our staff and students to be reflective, disciplined, resilient and confident, to support deep levels of thinking and understanding.

Acceptance

We believe diversity is a strength. We promote diverse ways of learning, thinking and knowing to cultivate open minds and facilitate willingness to take risks to solve new problems. We are inclusive and build positive relationships by accepting one another.

Leadership

We believe that strong leadership is vital for our community to thrive. Our student and staff leadership teams are responsive to those they serve, inclusive and visionary. We encourage all students to think and behave as leaders by supporting them to be self-motivated, disciplined and by having high expectations of themselves.



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 Demonstrated high quality teaching and Auslan skills, and the ability to successfully employ adaptive appraches and constructive pedagogies, to allow deaf students, including those with additional needs, to reach their full potential.



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-curricula 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 classroom 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.



EEO AND OHS Commitment


The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.



Child Safe Standards


Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx



DET Values


The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx



Other Information


  • Please address all selection criteria in no more than 6 pages.
  • Also ensure that you provide the names and contact details of 3 referees.
  • Referees other than those listed may be contacted


Conditions of Employment


  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.

Apply Now! Save

Location:

Melbourne 3004 VIC

Hours:

Part Time

Posted:

5 days ago

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