STEM Specialist Teacher

Department of Education Victoria; Bendigo; In loco; AUD 70.000 - 90.000; Tempo pieno

Descrizione del lavoro

Strathfieldsaye Primary School in Bendigo, VIC seeks a qualified classroom teacher to deliver programs across Foundation to Grade 6 in a modern facility. The role emphasizes planning, preparation and teaching of curriculum-aligned units and the use of data to monitor student progress.

You will engage with students, families and the broader school community, contribute to school improvement, and demonstrate the Victorian teaching standards, commitment to inclusive practice and ongoing

Competenze

• Curriculum knowledge of the Victorian Curriculum 2.0, especially Science, Technologies and Mathematics.
• Pedagogical practices using evidence-based methods to engage learners.
• Assessment and feedback to monitor progress and inform teaching and communicate growth to families.
• Strong communication and collaboration with students, parents, colleagues and the school community.
• Professional practice aligned with DET values and commitment to reflective practice.

Mansioni

• Direct teaching of groups of students and individual students.
• Contribute to development, implementation and evaluation of a curriculum area or program.
• Undertake other classroom teaching related and organisational duties as directed by the principal.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.
• Undertake other non-teaching supervisory duties.

Conoscenze

Curriculum Knowledge

Pedagogical Practices

Assessment & Feedback

Communication & Collaboration

Professional Practice

Formazione

VIT Registration

Descrizione del lavoro

Department of Education Victoria – Strathfieldsaye VIC

2d ago , from Department of Education & Training Victoria

Strathfieldsaye Primary School is located ten km from the centre of Bendigo in a unique rural setting bounded by high quality community and recreational facilities. Our school endeavours to develop independent, confident children by providing learning experiences that promote the pursuit of individual excellence across all areas of the school curriculum.

We have a current enrolment of 540 students. We have 23 classrooms comprising of three or four classes for each year level from Foundation to Grade 6. We employ just over 70 full and part time staff, providing a broad range of experiences and skills from first year graduates to very experienced teachers and dedicated Education Support staff. Our specialist subjects include Visual Arts, Performing Arts, Physical Education, STEM, Digital Technologies, Library Literacy, and Chinese Language & Culture.

The school is a modern teaching and learning facility incorporating a comprehensive computer network to support the provision of information technologies. Flexible learning spaces are utilised in most areas of the school. The BER building provides an excellent space for whole school and community activities.

Our play spaces incorporate an oval, three large adventure playgrounds, two shade-cloth protected sand pits for junior students and covered basketball and netball courts. This area provides a venue for all weather outdoor physical education, sport and assembly purposes.

Our school manages the Mandurang South Outdoor Education Centre and uses it as an extension to our inquiry curriculum programs. Experiences at this site help students develop their capabilities and learner attributes through outdoor activities and build their knowledge of the environment.

The DET High Impact Teaching and Wellbeing Strategies define our pedagogical approach, and guide the development of our learning experiences, curriculum documentation and our assessment and reporting regime. The learner capabilities provide a strong statement about the skills, knowledge and learning dispositions that our students are encouraged to develop during their time with us. Within each of these are focus areas, there are a set of learner characteristics which we endeavour to build with students.

Our students have opportunities to share their voice and to lead their peers through a range of roles and initiatives including School and House Captains, Happy Active Healthy Kids Student Action Team, Junior School Council and Morning Circles, which are conducted regularly in classrooms to focus on problem solving and social skill development.

Strathfieldsaye PS has a positive standing in the local and educational community. It is characterised by a commitment to sustainability, innovative learning and a calm and productive learning environment.

The school is supported by an active School Council, Parent & Friends Team and by the wider community including local businesses and service clubs. We recognise the value of seeking and maintaining strong community connections. We promote and encourage the active involvement of parents and community volunteers to support the running of the school, and the attainment of our teaching and learning goals for our students.

At Strathfieldsaye PS, our vision is to empower everyone to learn and grow in an inclusive community. The philosophy of our school is firmly based on the belief that the best educational outcomes are achieved when students, staff and families work together to ensure the social, physical, emotional and intellectual development needs of students are met. Our school values of caring, optimism, respect and excellence drive our actions, behaviour and attitudes. They are the core of who we are and they help our school community to be our very best.

Selection Criteria

SC1 ¿ Curriculum Knowledge
Demonstrated knowledge of the Victorian Curriculum 2.0, particularly Science, Technologies and Mathematics, and the ability to deliver engaging, integrated STEM learning experiences.

SC2 ¿ Pedagogical Practices
Demonstrated ability to plan and deliver engaging STEM programs using evidence-based pedagogical practices to support student engagement and learning growth.

SC3 ¿ Assessment and Feedback
Demonstrated experience in assessing and monitoring student learning, using data to inform teaching practice and providing effective feedback to students and parents on learning growth and achievement.

SC4 ¿ Communication and Collaboration
Demonstrated interpersonal and communication skills, including the ability to build positive relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 ¿ Professional Practice
Demonstrated behaviours and attitudes consistent with Department values, including a commitment to reflective practice, professional learning and continuous improvement in STEM teaching and learning.

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

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

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

FTE 0.8

Days - Monday - Thursday

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

• 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.