Reference
1528027
Location Profile
Melbourne Girls' College empowers young women to strive for academic excellence, grow with resilience and self-belief, and lead courageously. We are driven by a commitment to shape socially conscious individuals who positively influence communities.
Melbourne Girls' College was established in 1994 on the Birrarung (banks of the Yarra River) in Richmond, Victoria. It provides enrolment opportunities for local, wider-Melbourne and international students to study a guaranteed and viable curriculum at Years 7-9, followed by Year 10, VCE, and VET subjects in the senior years. The school values Excellence, Teamwork, and critical thinking to promote creativity and innovation in an authentic, inclusive environment.
Our International Student Program has capacity for 80 full-fee paying international enrolments. We emphasise wellbeing through a whole-school approach, with a Year 7–12 Homegroup and Wellbeing structure to support students' sense of belonging, communication with families, and partnerships between home and school.
The College prioritises co-curricular activities, including rowing, aerobics, dance, performing and visual arts, instrumental programs, school productions, and the Australian Air Force Cadets. Sustainability and environmental projects are well known in the local and wider community.
SC1–SC5 (Capable teaching and professional practice)
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate literacy and numeracy skills; demonstrated experience in addressing 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 programs on student growth.
SC3 Demonstrated experience in monitoring and assessing student learning; demonstrated experience in using data to inform teaching practice and providing feedback to students and parents.
SC4 Demonstrated interpersonal and communication skills and experience in establishing collaborative relationships with students, parents, colleagues and the broader school community to support learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes aligned with Department values; experience in reflecting on practice and engaging in professional learning to improve teaching quality.
Role
The classroom teacher classification comprises two salary ranges (range 1 and range 2). The primary focus is on planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry to improve knowledge and skills to engage students and improve learning.
As experience grows, the teacher may contribute more broadly to the school program beyond the classroom and may undertake other duties that are appropriate to the salary range, qualifications, training and experience.
Range 2 Classroom teachers assist the school to improve student performance and contribute to policy development aligned with the school plan and state priorities. They focus on increasing staff knowledge about student learning and high-quality instruction.
* Have content knowledge and pedagogical practice to meet diverse student needs
* Model exemplary classroom practice and mentor/coach other teachers to reflect on practice and build capacity
* Provide expert advice about content, processes and strategies that shape professional learning
* Supervise and train one or more student teachers
* Assist staff to use student data to inform teaching approaches to improve student outcomes
Range 1 Classroom teachers develop skills under guidance from senior staff, plan, prepare and teach effectively to achieve student outcomes. They may supervise student teachers and participate in school policy development and co-curricular activities. New entrants receive mentoring and structured support to integrate curriculum, assessment and pedagogy.
Under guidance, new entrants will plan and teach student groups in one or more subjects and participate in induction and professional learning activities.
Range 1 teachers are responsible for teaching their own classes and may assist in policy development, project teams and organizing co-curricular activities. They may also participate in induction programs designed to integrate curriculum, assessment and pedagogy.
Responsibilities
The role may include but is not limited to:
* Direct teaching of groups of students and individuals
* Contributing to development, implementation and evaluation of curriculum programs
* Undertaking classroom teaching and related organisational duties as determined by the School Principal
* Participating in 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 in the specified curriculum area(s).
Diversity and Inclusion
The department values diversity and inclusion and supports flexible work arrangements. We aim for a workforce representative of the community we serve and encourage Aboriginal and Torres Strait Islander candidates to apply. We are committed to safe, respectful, inclusive workplaces and provide reasonable adjustments where required.
Additional recruitment support for Aboriginal and/or Torres Strait Islander candidates is available through the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au.
Applicants seeking part-time employment are encouraged to apply and, if successful, negotiate a reduced time fraction on a case-by-case basis with operational considerations.
Child Safe Standards
Victorian government schools are child-safe environments. All staff are committed to protecting students from abuse or harm in accordance with legal obligations, including child safety standards. A Child Safety Code of Conduct is available through the department; information on values and expected behaviour is provided by the department and schools.
All staff have access to a broad range of employment conditions and working arrangements; appointment is subject to a satisfactory pre-employment check and probationary period where applicable. Detailed terms and conditions are available on the department's HR website.
Qualification Requirements
To be eligible for employment, transfer or promotion in principal or teacher class:
* The person must have provisional or full registration approved by the Victorian Institute of Teaching
* If completing an Australian postgraduate level initial teaching program after 1 January 2024, they must demonstrate completion of a postgraduate level accredited initial teacher education program meeting national standards
* A graduate from a Victorian ITE program after 1 July 2016 must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements
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