Classroom Teacher - VCE/General Mathematics

Job Description

Classroom Teacher - VCE/General Mathematics Job posted: 28/01/2025 Job type: Full time / From 18/02/2025 - 26/01/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1462984 Closes: 26/02/2025 Location Profile Join Auburn High School: Where Excellence and Innovation Thrive Auburn High School offers a unique academic and extra-curricular program that caters for a culturally and linguistically diverse student population. The school has an excellent reputation in the community as a welcoming and high-performing government school. The school has an SFO of 0.19 and an SFOE of 0.14, considered a very high socio-economic demographic. The current student population is around 720, with enrolments projected to reach 900 in the next five years. The unique school program is structured around several specialised programs that complement the Victorian Curriculum. Year 7-9 students have access to SEAL, French Bi-National or French Language Immersion programs. Year 10-12 students may select from VCE, VM, and the International Baccalaureate Diploma Program. Not only are their individual pathways for students, but these programs also provide opportunities for staff professional development. Auburn High School is the only Victorian government secondary school offering a bi-national French program. The French program is internationally recognised and offers students a creative, dynamic, and modern approach to language learning. The program has been designed to meet the requirements of both the Victorian and French governments (i.e., it meets the Victorian Curriculum requirements) and the French instruction officielles (AEFE). The depth of our school culture is also added to by our international student program. Over 60 students choose our school and play a significant role in broadening local students' perspectives. The teaching teams at Auburn High School operate in a collaborative team environment where high expectations exist. Each year level has an Auburn Learner Quality (ALQ) that guides teachers and students in their work. Combined these ALQ's prepare the students for their senior years of learning and provide themes for all activities in the broad curricular and extracurricular offering. Each lesson is purposefully designed using Marzano's instructional model (GANAG), underpinned by high-yield teaching strategies to improve learning. All staff work collaboratively in teams to develop and review the curriculum, develop assessment tasks, collect data, and measure student progress. Staff observations form part of our professional learning and share practices in staff forums. Staff collaboration and the development of Teacher Collective efficacy are integral to building an inclusive culture at the school. Auburn High School is well-connected to its school community and is a school of choice for families and staff. Teaching and support staff who align with our values, are passionate about education and who are committed to high expectations are welcome to join our team. As a collective we are entering an exciting phase of the school’s history with a new strategic plan (2024-2027) to guide further enhancement of our current programs. Student outcomes, staff development, and student and staff school experience drive our strategy, and we encourage our whole community to be part of Auburn High’s success. Are you an enthusiastic educator eager to make a difference? Auburn High School invites you to join our team. Our motto, "Thinking Beyond," reflects our dedication to exceptional student outcomes and continuous growth. Why Auburn High School? Core Values: Our school values of Diversity, Aspiration, Respect, and Excellence (DARE) guide our vibrant community. Dynamic Programs: From English and French to Arts and STEM, and Performing Arts to Sport, we offer extensive curriculum and extra-curricular opportunities for students and staff. Our student numbers are increasing, our program is growing, and this provides exciting opportunities for staff and students. Unique Offerings: We are the only Victorian government school that offers French Specialist bilingual programs, a thriving international student program and VCE, VM, and International Baccalaureate Diploma Program. This connects staff in innovative teaching practice, and a global perspective on education. Many of our staff teach across these different programs. Collaborative and Innovative Environment High Expectations: Our teaching teams work collaboratively, guided by relevant research, data, our Auburn Learner Qualities (ALQs), and instructional model (Marzano's GANAG model). Professional Growth: We invest in staff development, collegiality, and collective efficacy to enhance our educational practices. Auburn High School values their staff and builds their capacity to meet our growing program. Career opportunities abound. Be Part of Our Exciting Future We know our students, we support and challenge them, and we continue to strive to provide them with the best ticket to graduate with. Join us as we seek educators who share our values, and high expectations, of students, and the school community. Apply now to be part of Auburn High School's journey to excellence! 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. 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 2Range 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 1The 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 Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Job classification: Classroom Teacher Contact: Ross Pritchard | 98223247 To apply for this role, you will be redirected to the Schools (Government) job application system. #J-18808-Ljbffr