Science Specialist/Forest School Teacher

Government schools; Mildura; Presencial; AUD 70.000 - 95.000; Jornada completa

Descripción de la vacante

Macedon Primary School invites applications for a Science Specialist/Forest School Teacher. Based in the foothills of Mount Macedon, you will integrate bushland learning with the school’s outdoor education program and enrich student engagement through hands-on science and environmental exploration.

You will collaborate with teachers to deliver high quality learning, support student wellbeing, and contribute to a culture of care, sharing and learning that underpins our motto and values.

Formación

• Demonstrated knowledge of the relevant curriculum, including literacy and numeracy.
• Experience planning high-impact teaching strategies.
• Experience monitoring and assessing student learning with data.
• Strong interpersonal and communication skills.
• Reflective practitioner committed to professional learning.

Responsabilidades

• Direct teaching of groups of students and individual students.
• Contribute to curriculum development and evaluation.
• Undertake other classroom teaching related duties as directed.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.
• Undertake other non-teaching supervisory duties.

Conocimientos

Curriculum knowledge

Literacy instruction

Numeracy strategies

Data-informed practice

Interpersonal skills

Descripción del empleo

Science Specialist/Forest School Teacher

Macedon Primary School is located in the foothills of Mount Macedon, 60 kilometres north-west of Melbourne and 8 kilometres from Gisborne. It serves the semi-rural community of Macedon. Established in 1869, the school maintains a current enrolment of approximately260 students mainly drawn from the local area and the area south of Woodend.Macedon Primary School boasts a long and proud history of providing high quality learning opportunities for children. The teaching and educational support staff at Macedon Primary School offer high level expertise in providing quality educational outcomes for all of our students. The teachers work in close knit teams and strive to continually improve their practice to support the emotional and academic growth of all students. Our learning community is guided by our school motto, ¿caring, sharing, learning¿ and we pride ourselves on our supportive culture and our continuous endeavour for excellence.

At Macedon Primary School, the environment plays an important role in bringing our curriculum to life. Students are regularly immersed in their bushland surroundings which play an active role in inspiring and setting the tone for their educational experiences. The school week includes regular teaching, learning and play in Middle Gully Reserve, a five acre bushland reserve opposite the main school site. In Middle Gully Reserve students, supported by teachers and a dedicated volunteer parent committee, take part in a number of exciting initiatives. We link in with experts in the field such as the CSIRO scientists in schools program and the students engage in meaningful learning. Some of the activities we complete regularly include monitoring the water quality in our dam, regularly tending to the garden, tracking and photographing local wildlife and learning about our local indigenous history through immersion in the bush.

The learning in Middle Gully Reserve is complimented by our extensive camping and outdoor education program in which students learn about teamwork, responsibility and the natural surroundings while developing their resilience.

A key feature of our school is the high level of parent involvement and support in all aspects of the school year. This strong and healthy partnership acts as an important home/school link and benefits our students and school thoroughly.

School Purpose Statement

• To provide comprehensive and innovative programs to enable our children to reach their full potential and to equip them with the skills and knowledge to become lifelong learners.
• To develop in children a sense of resilience and the ability to value themselves and others.
• To encourage the qualities of initiative, persistence and excellence to be successful in an ever changing world.

School Values

The following school values outline the behaviour and attitude we hope to see in all members of the school community to foster the ideal learning environment for the students:

• Respect: Caring for yourself, others, property and the environment
• Responsibility: Being accountable for your words and actions
• Creativity: Producing original ideas and using your imagination
• Integrity: Being honest, sincere and trustworthy
• Teamwork: Working together, sharing and learning collaboratively

Location Profile

Macedon Primary School is located in the foothills of Mount Macedon, 60 kilometres north-west of Melbourne and 8 kilometres from Gisborne. It serves the semi-rural community of Macedon. Established in 1869, the school maintains a current enrolment of approximately260 students mainly drawn from the local area and the area south of Woodend.Macedon Primary School boasts a long and proud history of providing high quality learning opportunities for children. The teaching and educational support staff at Macedon Primary School offer high level expertise in providing quality educational outcomes for all of our students. The teachers work in close knit teams and strive to continually improve their practice to support the emotional and academic growth of all students. Our learning community is guided by our school motto, ¿caring, sharing, learning¿ and we pride ourselves on our supportive culture and our continuous endeavour for excellence.

At Macedon Primary School, the environment plays an important role in bringing our curriculum to life. Students are regularly immersed in their bushland surroundings which play an active role in inspiring and setting the tone for their educational experiences. The school week includes regular teaching, learning and play in Middle Gully Reserve, a five acre bushland reserve opposite the main school site. In Middle Gully Reserve students, supported by teachers and a dedicated volunteer parent committee, take part in a number of exciting initiatives. We link in with experts in the field such as the CSIRO scientists in schools program and the students engage in meaningful learning. Some of the activities we complete regularly include monitoring the water quality in our dam, regularly tending to the garden, tracking and photographing local wildlife and learning about our local indigenous history through immersion in the bush.

The learning in Middle Gully Reserve is complimented by our extensive camping and outdoor education program in which students learn about teamwork, responsibility and the natural surroundings while developing their resilience.

A key feature of our school is the high level of parent involvement and support in all aspects of the school year. This strong and healthy partnership acts as an important home/school link and benefits our students and school thoroughly.

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 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.

• 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

• 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 (see Workplace 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

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

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.

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