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Classroom Teacher

4 months ago

Melbourne, United States Schools (Government) Full time

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.

Important note: this role is 1 day per week commencing Semester 2 2024.

Head of Rowing is to provide the vision and planning towards long-term success of the FHS Rowing Program. To facilitate this, best possible communication between the school, FCRC, coaches, students, parents and the wider community is essential. Managing the program includes attending weekend regattas during the rowing season and all administration tasks aligning to key responsibilities including but not limited to:

Leadership and management

Lead program in line with the program philosophy/school pillars Recruiting, appointing and developing the skill of a head coach/coaches and ensure they are following the program handbook and all school policies. Develop goals with the head coach relevant to different crews Organise and attend Rowing Camp in January Ensure appropriate behaviour and discipline of students involved Organise student/parent information session in term 1, Learn to Row program in term 2 and 3 then selections for competitive program beginning term 4.

Communication

Timely communication with head coach Communicate training schedule based on school calendar and coach availability Regular communication with parents including details and schedule for each regatta as soon as it is released Report to principal class, HR and finance regarding budget and planning Provide information for school social media/website Promote the sport within the school and community at regattas

Equipment/budget/maintenance

Ensure proper care of all boats and equipment Report any damage to FCRC club captain and liaise responsibility to fix With head coach, ensure boat shed is kept safe, clean and tidy at all times

Administration

Budget and planning Maintain accurate records of invoices, purchase orders and coaching/regatta costs Coordinate all student rowing fees for competition and Learn to row Apply for government grants where possible to offset some of the costs Submit accurate timesheets for coaches fortnightly to HR

General/Safety

Risk management information available in google drive for the school and club where needed Ensure risk prevention during training and by the selection of students in the competitive program Report illness, injuries, hazards to FCRC and school if necessary Attend meeting and professional development Ensure professional development of coaches and relevant qualifications Ensure child safety standards are followed

Training

Attend 3 X training sessions per week (currently Mon & Wed , Thurs 6am-8am). Ensure professional development of coaches and relevant qualifications Ensure child safety standards are followed

Regattas

Enter students 1 week prior to the regatta on Rowing Manager Organise boat loading, trailer towing and be responsible for all equipment Detailed schedule for students once the final schedule is released (Thursday prior to each regatta) Attend all regattas from first to last race ~6am-5pm Coordinate supervision of students

Key relationships

Principal class Head of Sport Timetable LCL¿s Rowing coaches Parents Sporting bodies such as Rowing Victoria, Rowing Australia, School Sports Vic Suppliers Head of rowing at Lowther Hall, Genazzano FCRC Captain FHS Admin team FCRC president and committee Parents and students of current and prospective rowers Community to promote program in future

Qualifications

Coaches employed are required to have Level 1 coach, first aid, and WWC as well as:

VIT or WWC First Aid Car License Boat License - desirable Rowing Australia Level 1 coach Ability to tow a trailer desirable 

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.

EEO AND OHS Commitment

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 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.

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

DE Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

Footscray High School is a new and contemporary multi-campus secondary school in Melbourne’s vibrant, geographically rich and culturally diverse inner west. 
Footscray High School comprises of two junior 7-9 campuses and a senior 10-12 campus:
(1) Barkly Campus (Year 7-9)
(2) Pilgrim Campus (Year 7-9)
(3) Kinnear Campus (Year 10-12)

At Footscray High School we are committed to every student having access to a world class education. Inspiring young people to develop the ‘essential skills’ required for their future pathways in an inclusive and positive learning environment is our priority. 

We provide all students with a comprehensive and innovative curriculum that focuses on individual growth and addresses the skills and dispositions required for citizens of the 3rd millennium. Our vision is to draw on international research and best practice to ensure that our curriculum and programs promote choice and agility to deal with complex, unknown and rapidly changing futures. 

Footscray High School’s vision is to provide excellence in learning and teaching, achievement, innovation and self- improvement within a supportive, healthy, safe and secure environment that is inclusive of all. 

Footscray High School’s mission is to provide excellence in education through a caring and diverse environment that encourages the holistic development of each student. We aim to provide students with rich academic, social, physical and creative experiences that develop their full talents and uniqueness. 

We aspire to be an educational establishment renowned for its vibrant community, which develops creative thinking and learning dispositions in order for our students to engage with the complex challenges of an ever-changing world. The community have a collective responsibility to engage in the total life of the school and to actively pursue a range of learning experiences. Our ultimate aim is to develop compassionate students with the personal qualities and attributes that will enable them to face their future with confidence. 
 

Footscray High School’s Pillars are:
UNITY
Our school is built on collaboration. This is where three campuses, many cultures and infinite personal journeys unite with pride and with purpose.
We lift each other up, building on the strength and support of our whole community to achieve greatness.

RESPECT
Respect – for ourselves, our colleagues, our individual traditions and our shared future inspires us in every way.
We treat each other with care, compassion and kindness; we act with integrity; and we are engaged in making a positive impact on our world.

CREATIVITY
We embrace doing things differently because we want to make a difference.
We draw on wisdom, experience and our own original thinking to create new possibilities.
Future focused, open minded and proudly progressive, we constantly seek a better way.

ENDEAVOUR
The boldness of our vision is matched by our relentless spirit, our self-belief and the pride that comes from hard work.
The enthusiasm which drives our endeavour also demonstrates our character: In the classroom and beyond, we strive to be our very best.