VET Furniture Making

Department of Education Victoria; Lorne; On-site; AUD 65,000 - 90,000; Full time

Job summary

Department of Education Victoria's Lorne P-12 College on the Surf Coast invites applicants for classroom teacher roles spanning Range 1 and Range 2. The position focuses on planning, preparation and delivery of programs to meet diverse student needs, with opportunities for mentoring and contributing to school policy.

Candidates should engage in data-informed teaching, collaborate with families, and support wellbeing through school-wide programs.

Qualifications

• Experience delivering literacy and numeracy instruction.
• Ability to plan high quality teaching and assess progress.
• Strong communication with parents and colleagues.

Responsibilities

• Direct teaching of groups and individuals.
• Plan and deliver programs to meet outcomes.
• Contribute to curriculum development and school policies.
• Engage with families and communities to support wellbeing.
• Participate in staff meetings and professional learning.

Skills

Literacy instruction

Numeracy instruction

Interpersonal skills

Curriculum planning

Education

Bachelor of Education or equivalent

Job description

Department of Education Victoria – Lorne VIC

2d ago , from Department of Education & Training Victoria

Lorne P-12 College is located in the seaside town of Lorne on Victoria¿s stunning Surf Coast. The College has long and important history stretching back to its founding year of 1879.

The school is located in the traditional lands of the Gadubanud, or `King Parrot¿ people, who occupied the coastline, rainforest, estuaries, grassland and wetlands of The Otways for many thousands of years.

Our school provides primary and secondary education to young people from local communities including Lorne, Aireys Inlet, Anglesea, Wye River, Kennett River, Deans Marsh, Bambra and surrounds.

Lorne P-12 College offers students the opportunity to engage in contemporary, high quality learning programs from Prep to Year 12 in a unique coastal environment. Our young people are part of a caring, supportive learning community where individuality is fostered and celebrated. We aim to maximise student learning growth and equip our young people to be positive members of the community.

The teaching team at Lorne P-12 College value shared ownership of student learning. We maintain strong community connections and family engagement in all activities. We value student voice and provide opportunities for our young people to have input into the development of curriculum, community programs and school policies.

Student wellbeing is supported by a `School Wide Positive Behaviour Support Program¿, focusing on creating a safe and respectful learning community. Through a commitment to restorative practices, we maintain an environment built on trust, respect and positive relationships.

Academic studies are the cornerstone of a curriculum broad in scope and deep in focus. Our students enjoy a diverse range of core subjects that are adapted to suit different learning styles. From Year 9, students begin to explore electives that will offer insight into potential pathways for senior schooling and beyond.

The College has a history of strong VCE results leading to diverse tertiary pathways. We offer an extensive selection of Year 11 and 12 subjects and our students typically enjoy smaller class sizes with focused attention from their teachers.

Senior students seeking hands-on studies have access to VCAL, VET and school-based apprenticeships that support transition into the workforce and TAFE training sector. We have a close network of local businesses keen to create opportunities for our senior students. The college has been recognised with eight VCAL awards in the past nine years.

The Lorne P-12 College campus is ideally located in a stunning natural environment and we encourage our young people to appreciate the coast, the Otway forest and our local flora and fauna. Our facilities range from heritage listed buildings, right through to contemporary architecturally designed spaces that support an ICT rich environment.

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.

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