Specialist Classroom Teacher - Performing Arts - Hours Negotiable

Job Description

Specialist Classroom Teacher - Performing Arts - Hours Negotiable Job posted: 28/01/2025 Location: Melbourne | Southern Metropolitan Job type: Full time / From 17/02/2025 - 16/02/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1462892 Location Profile Endeavour Hills Specialist School is a rapidly expanding special education centre seeking to employ new Classroom teachers for 2025 to open several new classrooms, enabling us to offer more enrolment positions to students in need. Endeavour Hills Specialist School provides highly individualized programs of learning for students aged 5 to 18 with disabilities and high needs who have a diagnosis of autism spectrum disorder with a language disorder and/or an intellectual disability. School participation maximizes life opportunities for children and young people by providing them with a comprehensive learning program and access to support networks. It also helps to develop important skills, knowledge, and values that set them up for further learning and active participation in their local community. VISION: The vision of the Endeavour Hills Specialist School community is to inspire students to achieve their personal best and become active and independent members of their community. MISSION: Our mission is to provide a blended curriculum of academic learning, high-interest programs, and therapeutic supports within a positive behaviours framework that will cater for each student at their point of need and encourage personal growth, independent learning, and sound social-emotional behaviours. OBJECTIVE: Endeavour Hills Specialist School's objective is to produce lifelong learners who are aware of their skills and strengths and have a positive attitude to challenges and opportunities. VALUES: We have one value - BE KIND: BE KIND to yourself BE KIND to others BE KIND to the environment We enact this value in our everyday actions and interactions - it is highly visible, explicitly taught, continuously modelled, and regularly celebrated. Our staff work in transdisciplinary teams comprising teaching staff, allied health practitioners, and education support staff to cater for the diverse range of student abilities and needs. This approach respects professional knowledge and expertise, while also providing the opportunity for staff to learn from one another. Endeavour Hills Specialist School places the child at the centre of all decisions regarding learning and teaching. We hold high expectations for and of the learning community. Diverse learning needs are accommodated with differentiated learning and the application of a wide range of teaching strategies and learning technologies. Relationships are fundamental to ensuring positive engagement and collaboration across the school community. Endeavour Hills Specialist School staff explicitly teach, model, and demonstrate school and DET values in all their dealings with students, parents/carers, staff, and the broader community. 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, their 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. 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. The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership, and Human Rights. The department'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. #J-18808-Ljbffr