Classroom Teacher - English & Humanities

Department of Education Victoria; Ballarat; On-site; AUD 75,000 - 100,000; Full time

Job summary

Ballarat High School invites applications for a Classroom Teacher in English and Humanities. The successful candidate will plan, prepare, and deliver engaging programs to improve student achievement and wellbeing within a community that values Pride, Respect and Responsibility.

The role requires knowledge of the curriculum, the use of high impact teaching strategies, and the ability to use data to inform instruction and communicate progress to students and parents.

Qualifications

• Knowledge of the Victorian curriculum and ability to integrate literacy and numeracy
• Experience planning high impact teaching strategies
• Experience using data to inform teaching and provide feedback
• Strong interpersonal and communication skills with students, families and staff
• Commitment to reflective practice and professional learning
• Exemplary knowledge of English and Humanities teaching

Responsibilities

• Direct teaching of groups and individuals to achieve learning outcomes
• Contribute to curriculum development and evaluation
• Undertake classroom and organisational duties as assigned by the principal
• Engage with parents/teacher meetings, staff meetings, camps and excursions
• Support school improvement through policy development and collaboration

Skills

Curriculum knowledge

Literacy instruction

Numeracy instruction

Data-informed teaching

Communication

Education

VIT registration

Job description

Classroom Teacher - English & Humanities

Department of Education Victoria – Ballarat VIC

8d ago , from Department of Education & Training Victoria

Ballarat High School is a learning community where every person is valued, respected, and challenged as a learner. We are entering into the next exciting phase of our journey as a school, and we aim to be leaders in education in order to secure the best possible outcomes for all of our students.

Ballarat High School commenced in 1907 as Agricultural High School and today has a student population of 1500 students. Ballarat High School has a long history and tradition of providing a quality education to the youth of Ballarat. While the school has changed physically over its hundred-year history, what has not changed is the significant contribution it makes to many young lives.

We endeavour to provide an inclusive, positive, respectful learning environment for all students. We believe in educating the whole person and acknowledge the correlation between student wellbeing, connectedness, and academic achievement. Our mission is to provide the right supports to the right students at the right time.

Our values of Pride, Respect and Responsibility under the motto of Duty Always ensure we build and maintain strong and positive relationships. We focus on teaching and learning improvement strategies that will raise standards and outcomes for all individuals in a culture of high expectations, collaboration, shared values and trust.

Ballarat High School is incredibly fortunate to have high quality facilities for all faculty areas and we fully utilise these spaces to ensure that all students find their passion and their time with us is enriched with excellent learning opportunities both within and beyond the classroom.

Please visit www.ballaraths.vic.edu.au for additional information, including the following key documents

BHS Strategic Plan

BHS Annual Implementation Plan

Annual Report to the School Community

Vision for School Improvement

Policies and other resources

Selection Criteria

• 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.

• 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.

• 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.

• 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.

• 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.

• Demonstrated exemplary knowledge and teaching practices in the English and Humanities key learning areas and the way students learn.

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-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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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. Information on the department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Enquiries regarding the position can be directed to Mrs. Michele Kennedy 03 5338 9***.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.