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Secondary Teacher Range 2
4 months ago
Role
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.
Responsibilities
Community Liaison Work
A specialised component of the work of teachers at the Austin School is to liaise with base schools in supporting the return of students to their home school or a new school. This usually involves teachers visiting schools across the state of Victoria as well as metropolitan schools. Telephone and video conferencing, fax and email are used extensively to support the reintegration process. Teachers from the base schools are encouraged to visit. Extensive communication is vital to the successful reintegration of our students. All teachers working at the Austin are expected to travel as part of liaison and consultation role.
Other roles the school undertakes are:
Provision of secondary consultation support to the wider educational community. This is usually done by telephone and comprises crisis support as well as general information.
Professional Development to other teachers, either individually or as a whole staff. PD is also provided to regional and state-wide networks.
Membership of networks which facilitate provision of community education programs.
Hosting visitors from various schools and non-educational sectors across the world.
Educational Community Links
Strong links with our local community schools, base schools, and hospital staff promote active participation by all involved to support our special needs students. The school programs are integrated with hospital programs to provide the most effective and efficient services. The principal is a member of the ICYMHS Strategic team.
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
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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 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:
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
The Austin School is in the Northwest corner of the grounds of the Austin Hospital in Heidelberg.
The Austin School is a P-12 School that provides specialised educational programs for children and young people who are patients of Austin Health and Austin Infant Child and Youth Mental Health Service (ICYMHS). Whilst there are places for fifty fulltime students, many students attend the school in a part time capacity. In total the effective full time (EFT) school teaching staff may see up to one hundred students each term and usually more than four hundred students each year.
Students must be referred to the School by Austin Health. Student referrals come from the Austin Infant Child & Youth Mental Health Service (ICYMHS), either inpatient or outpatient teams, the Paediatric Ward, or Royal Talbot Rehabilitation Hospital. All students have a physical and/or mental health diagnosis. Mental health diagnosis may include psychiatric, emotional, or behavioural problems. Physical health problems may include eating disorders, spinal injuries, acquired brain injury, neurological conditions, liver and renal disease, chronic fatigue syndrome and a range of other medical conditions.
Outpatient programs are conducted on a school term basis, whilst the length of each inpatient admission will vary from a few days to a few months.
Students
Students who are residential, or inpatient, usually come from across Victoria, but sometimes from interstate or overseas. Outpatient programs draw students from the local community, in particular the Northwest Region of Department of Education and Training (DET). These students attend daily or sessionally.
The student population is comprised of a diverse cultural, ethnic, and socio-economic group. All student placements are transient. Educational programs for outpatients are conducted on a term basis, whilst inpatient programs cater to the needs of students during their time of their admission
Staff
The Austin School is committed to providing all staff with a harmonious, safe and secure working environment which is free of harassment and where each person is treated with courtesy and respect.
Teachers work as members of multidisciplinary teams. They attend relevant team meetings and are an integral part of the multidisciplinary teams working with the students and the families.
Curriculum
The curriculum is developed against the Victorian Curriculum and the special needs of the students with significant focus placed upon development of Literacy Skills, Personal and Social capabilities. Establishing appropriate educational and behavioural goals is an integral component of each student¿s case management plan. Students participate in social and educational group programs designed to develop appropriate social interaction and improved work habits. Programs are developed to provide students access to a wide range of educational and community experiences.
The goal for all teachers is the successful return of each student to his or her own community and/or school.
Programs at the Austin School are based upon the following principles:
- All students will best learn in an environment that is safe, secure and supportive
- Students have the right to achieve success in the curriculum activities provided
- Students have the responsibility to learn to be accountable for their behaviour
- A close and positive relationship between the student, parents, clinical staff and teachers will contribute significantly to the achievement of the best possible outcomes.
