This vacancy is a fixed term, part time position. Contract dates are 28 January 2022 until 26 January 2023. Part time hours, 22.8 hours over three days per week.

Location Profile

Melton Secondary College is a co-educational government secondary school for students from Years 7 to 12. The College recently implemented a zoning policy and currently has an enrolment of just over 1200 students. The College operates with a sub school model (Junior and Senior). Each sub-school is led by a Sub-School Principal, a Head of Year and several Team Leaders who work with classroom teachers and support staff to deliver the sub-school program and maintain high rates of student progress. The College workforce comprises 42 EFT Education Support and 92 Classroom Teaching staff and a leadership team of four principal class officers.

Built in 1974 in the centre of Melton, Melton Secondary College offers a range of learning environments including bright classrooms, specialised spaces for the arts, science and technology, a three-court gymnasium and easy access to local sport and other facilities. The College recently opened a new Administration building and is about to commence construction of an AFL quality football oval in partnership with the City of Melton. A master plan has been developed with the adjacent Melton Specialist School for an educational precinct with 21st century facilities across both sites.

The College Vision statement: A flourishing learning community achieving high levels of academic growth and bright futures for every student, captures the ambition our community shares for educational excellence. It guides our commitment to student learning, engagement and wellbeing and the impact of our work is evident through steadily improving student outcomes. These results have been achieved through the development of a guaranteed and viable curriculum, rigorous and purposeful pedagogy, the growth of genuine student voice, leadership and agency and a positive learning environment based on our STARR Values.

The College articulates a strong sense of purpose and a commitment to building cycles of success and confidence for every student. Teachers work collaboratively in professional learning teams, using assessment data to inform planning and the High Impact Teaching Strategies to maximise student learning growth. A large team of education support staff work closely with teachers in a range of settings and functions to support student learning. Professional learning is ongoing, embedded in the core work of practice and remains focused on improving learning outcomes. The College participates regularly in collaborative projects and improvement initiatives with the local community, schools, tertiary institutions and DET Victoria.

The College curriculum provides students with a deep and engaging sequence of essential knowledge and skills allowing them to explore, apply, reflect and learn. Strong links from primary to secondary schooling are provided through our Transition Program. The 7-10 curriculum delivers the Victorian Curriculum in a widening range of core and elective subjects. Differentiated learning approaches are available for individual students in every class and through the Accelerated Curriculum and Enrichment (ACE), GRIN and Corrective Reading programs. There is a school wide focus on the development of literacy, numeracy and STEAM (Science, Technology, Engineering, Arts and Math) skills. An iPad program has been established in partnership with Apple Education and is being successfully implemented across the curriculum. Student sporting achievements are strong with success attained at both state and national level, an Athlete Development Program and a broad program of sports for students at all levels.

Our Hands on Learning program

Hands on Learning (HoL) (handsonlearning.org.au) is an innovative school-based program that uses a variety of practical projects to re-engage students in their education and with their school and community, increasing attendance and student achievement by building personal and social skills and supporting the different ways young people learn.

Working with a small group of students, artisan-teachers support students to complete significant, yet basic, building, landscaping, public art, food preparation and team building activities. Our HoL program will support students across Years 8-10, and has been shown to significantly increase confidence, attendance, and retention of our students. Participating students spend a day each week as part of a HoL team where they participate in real and meaningful creative projects that benefit the school and local community. As an in-school based program, students remain connected with their academic-based curriculum the remaining four days of the week.

Selection Criteria

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.

Key Areas of accountability

• Supporting young people through the development of strong relationships that keep students connected to school and promote positive student behaviours.
• Developing and delivering real and meaningful HoL practical projects.
• Maintaining appropriate records and collecting evidence to document student progress.
• Implementing the key elements of the HoL model of educational support to ensure the consistent delivery of a quality program.
• Building business and community connections to foster local community project opportunities.

Desirable qualifications, knowledge or experience

• Experience and/or qualifications relevant to working with school students in a school setting and/or
• A sub-major study in a trade specialist area; or
• Industry or Vocational Education and Training (VET) qualifications equivalent to Certificate IV or higher in the specialist area; or
• Certificate of proficiency in a relevant trade area; or
• Completion of an accredited ‘Course in safe use of Machinery for Technology Teaching’ (woodwork and metal work) or State equivalent
• Awareness of the qualifications needed to teach students how to use restricted tools within the school environment as set by the Education Department

• Awareness of Child Safeguarding

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

People who have professional expertise in the area but do not have current provisional or full registration from the Victorian Institute of Teaching may be eligible to apply, please contact Alan Devine for more details. Preference will be given to applicants with teacher training. Applicants who are not eligible for provisional or full registration will be required to obtain permission to teach from the Victorian Institute of Teaching prior to commencing employment.

EEO AND OHS Commitment

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.

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 www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET 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 www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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.