Junior School P - 4 Classroom Teacher (Classroom Teacher)
Hazel Glen College is located in the City of Whittlesea, Melbourne’s second fastest growing municipality. It is expected that the population in the City will continue to grow rapidly over the next few years.
Hazel Glen College forms an important school community hub for the Doreen/Mernda community.
The College commenced at the beginning of the 2014 school year with 143 students. In 2017, the College structures will comprise of Kindergarten, Junior School P-4, Middle School 5-8 and a Year 9 Centre. Senior Years 10-12 will follow with our first year 12 graduates in 2020. There is an expectation at the College that teachers from both primary and secondary will teach across the Middle Years (5-8). The College offers an experiential learning program in Year 9 that is specifically designed around connectedness and pedagogical practice that engage adolescent learners.
A Child Family Centre, comprising, kindergarten, extended day care, playgroups, intervention services; maternal health center and various other community service groups, co-located on the school site will create an exciting and innovative early childhood education precinct.
Growth of the College will be rapid, with early indications that the College will grow to well over 2500 students in only a few years. Stage three of the secondary component (Senior Years) has commenced construction and will be completed early in 2018.
The College motto, Learners today - Leaders tomorrow, will lead the direction for our students. It is the aim of all staff to help the students settle into their new College community and build those skills, attitudes and values they will need to fully participate in the rich educational life of our College.
Hazel Glen College enjoys outstanding physical resources that are fully utilised in the development of our teaching and learning philosophies to improve student outcomes.
Hazel Glen College prides itself on a growth mindset for all staff, which is reinforced through the College values and culture of Relationship, Respect, Responsibility and Resilience. Staff culture is built through the FISH PHILOSOPHY and its four key principles of Be There, Play, Make Their Day and Choose Your Attitude.
All staff at Hazel Glen College are committed to the academic and personal growth of every student.
A focused curriculum, dedication to innovation and a culture of care and support, will help us meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning.
Our aim is to develop, challenge, support and nurture students to reach their full potential by implementing innovative practices and pedagogies in modern and flexible learning environments, supported by excellent technological resources.
SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent in line with the Child Safe Standards and College Code of Conduct.
SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.
SC6 An understanding of current educational approaches to Teaching and Learning which utilise open flexible learning spaces and Team Teaching.
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.
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.
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.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
- 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
Applications should include:
A specific response to all of the key selection criteria and position details.
Please attach application containing the following:
1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position
2. Specific Key Selection Criteria response
3. A CV with a summary of experience and qualifications
4. The names, email address and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.
Link to Hazel Glen College Child Safe Code of Conduct
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