English/Humanities Classroom Teacher

Government schools

Bendigo

On-site

AUD 65,000 - 90,000

Full time

4 days ago

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Job summary

Eaglehawk Secondary College in Bendigo, VIC, invites applications for a classroom teacher position. The role focuses on planning, preparing and delivering high-quality teaching to diverse learners, with emphasis on literacy and numeracy and ongoing assessment.

Successful applicants will contribute to school programs, collaborate with staff, families and the wider community, and support student wellbeing and engagement as part of the Victorian government school system.

Qualifications

Knowledge of the Victorian curriculum and ability to teach literacy and numeracy.
Experience planning high-impact teaching strategies and evaluating learning growth.
Experience monitoring and assessing student learning and using data to inform practice.
Strong interpersonal and communication skills with students, parents and colleagues.
Commitment to Department values and ongoing professional learning.

Responsibilities

Direct teaching of groups and individuals.
Contribute to curriculum development, implementation and evaluation.
Undertake other classroom and organisational duties as required by the Principal.
Participate in parent/teacher meetings, staff meetings, camps and excursions.
Undertake other non-teaching supervisory duties as needed.

Skills

Curriculum knowledge

Literacy & numeracy focus

Data-informed practice

Collaboration & communication

Reflective practice

Job description

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

Selection Criteria

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.

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

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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at https://www2.education.vic.gov.au/pal

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.

Location Profile

OUR COLLEGE

Eaglehawk Secondary College (ESC) is a Year 7¿10 college committed to meeting the diverse learning, wellbeing and engagement needs of young people as they prepare for senior secondary pathways, further education, training and employment.

Students from ESC progress to a range of senior secondary pathways, including the Victorian Certificate of Education (VCE) and VCE Vocational Major (VCE VM) at Bendigo Senior Secondary College (BSSC). ESC maintains a strong partnership with BSSC as a member of the Bendigo Education Plan (BEP) cluster of schools.

The College has approximately 570 students drawn from Eaglehawk, Bendigo and surrounding rural communities, with enrolment growth projected towards 700 students. The College was completely rebuilt in 2012 and provides outstanding contemporary learning facilities, including four Learning Communities, a Design and Technology building, Performing Arts Centre, Library, Food Technology facilities, Gymnasium, a purpose-built Innovation Learning Centre supporting STEAM learning, and an onsite re-engagement facility supporting the College¿s Connect Program.

STUDENT ENGAGEMENT

ESC is committed to creating engaging, inclusive and challenging learning experiences that enable every student to participate, achieve and develop as a confident and capable learner. Teachers use a wide range of evidence-informed teaching and learning strategies to respond to students¿ individual skills, abilities, interests and learning needs.

The major features of ESC are:

A broad and balanced curriculum that provides breadth, depth, engagement and challenge.
Personalised learning opportunities that strengthen student voice, agency and ownership of learning.
Targeted literacy and numeracy programs that respond to individual student learning needs.
Applied and practical learning experiences, including VCE and VET opportunities, supported by industry-standard facilities and equipment.
Access to digital technologies through the College¿s 1:1 device program and Bring Your Own Device (BYOD) arrangements.
Programs and initiatives that support Aboriginal and Torres Strait Islander students.
Targeted support and tutoring for Karen students.
The onsite Connect Program, providing flexible re-engagement opportunities for students at risk of disengagement and supporting their continued connection to education, learning and the wider school community.
A Teacher Advisor Program that provides a strong focus on student learning, wellbeing, relationships and engagement.

ICT / eLearning

ESC maximises the use of learning technologies to enhance student engagement, collaboration, communication and access to learning. Students have access to digital devices and online learning platforms that support learning, assessment and the development of digital capabilities.

The College uses Compass as a key platform for communication, with parents and carers able to access information about their child¿s learning, attendance, assessment and progress. Digital technologies are embedded across the curriculum to support students to access, create and share learning in a range of contexts.

RESPONSIVE & INNOVATIVE CURRICULUM

ESC provides a responsive and innovative curriculum designed to engage students and respond to their diverse skills, abilities, interests and aspirations. Teachers use a range of contemporary teaching and learning approaches to ensure students are challenged, supported and able to experience success.

Curriculum initiatives include:

eLearning and digital technologies integrated across the curriculum.
Pathways opportunities including Work Experience and Head Start.
VET and VCE opportunities available to students in Year 10.
Targeted transition programs supporting students with additional needs and those at risk of disengagement as they move from Year 6 to Year 7.
A comprehensive Year 10 transition program supporting students as they prepare for senior secondary education at Bendigo Senior Secondary College.
A broad range of subjects and elective offerings across Years 7¿10.
Curriculum programs aligned with the Victorian Curriculum across English, Mathematics, Humanities, Arts, Science, Languages, Design and Technology, and Health and Physical Education.
Opportunities to access specialist programs through the Bendigo Education Plan cluster, including the Athlete Development Program and STEAM initiatives.
Participation in the RACV Energy Breakthrough program and the Bendigo Instrumental Music Program (BIMP).

PARENT ENGAGEMENT

ESC recognises the importance of strong partnerships between the College, students and their families. Parents and carers receive regular information about student learning, progress, attendance and wellbeing through a range of communication and reporting processes.

These include:

Ready to Learn conferences at the beginning of the school year and Parent/Teacher/Student interviews throughout the year.
Progressive assessment and reporting information available through Compass for individual units of work.
End-of-semester reports providing information about student progress against the Victorian Curriculum.
Course counselling and subject selection processes to support students in Years 8¿10 to make informed decisions about their learning and future pathways.
Regular communication with families regarding attendance, learning, wellbeing, achievements and opportunities for student participation.

COLLEGE FACILITIES

ESC was designed and built to accommodate long-term enrolment growth and provides modern, flexible facilities that support contemporary approaches to teaching and learning.

The College¿s design supports:

Personalised learning opportunities for every student.
A curriculum that provides breadth, depth, engagement and challenge.
Applied and practical learning experiences across a range of curriculum areas.
Every student having access to a Teacher Advisor who supports wellbeing, mentoring, engagement and academic development.
Indoor and outdoor learning environments that extend opportunities for learning beyond traditional classrooms, including programs such as GROW.
Student leadership and participation opportunities through student leadership and activities.
Partnership programs with organisations and tertiary providers, including La Trobe University, Bendigo.
A comprehensive College Production and opportunities for students to participate in the performing arts.

SUPPORTING ALL STUDENTS

The College¿s contemporary facilities provide the capacity to deliver a diverse curriculum, including STEAM, project-based learning, applied learning and specialist programs.

Flexible learning environments enable students to work collaboratively, develop independence and build positive relationships with their teachers and peers. The College is designed to support the academic, social and emotional development of all students and to provide learning environments in which every young person can experience success.

LEARNING COMMUNITIES

The College¿s four Learning Communities provide flexible, connected environments that accommodate students across the core curriculum and provide a strong base for student management, wellbeing and engagement.

Small teams of teachers work closely with students through the Teacher Advisor (TA) structure, providing consistent relationships, mentoring and support. This approach contributes to a strong culture of connection, high expectations, effort and achievement.

Flexible learning spaces support a range of teaching and learning approaches and enable the effective integration of information and communication technologies. The design of the Learning Communities allows for effective supervision while also providing social and collaborative spaces where positive relationships can develop.

Learning Communities also include:

Studio classrooms designed to support a range of class sizes and learning approaches.
Interview and meeting spaces that can also be used for small-group learning and collaboration.
Breakout spaces that support targeted teaching, individual learning and small-group activities.
Specialist Arts and Science studios.
Links to specialist facilities for Design and Technology, Health and Physical Education and Performing Arts.
Flexible spaces that support collaborative, project-based and personalised learning.

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