Mathematics and Information Technology Classroom Teacher
Government schools – Melbourne Northern Suburbs VIC
"Our job is not to prepare students for something, it is our job to activate our students to prepare themselves for anything."
Adapted from AJ Juliani.
Bundoora Secondary College is a year 7-12 College in a quiet residential area of Bundoora, a northern suburb of Melbourne. We are an innovative, caring school and take great pride in knowing every member of our community (both staff and students) as individuals and as learners.
The school is set on a well-developed, picturesque site adjacent to Gresswell Forest. The spacious grounds include a variety of playing fields and, as our school farm continues to develop, a range of animal paddocks, productive gardens and indigenous flora plots. Our school is accessible by foot, bike or car and is well serviced by our school buses and public transport.
We enjoy strong partnerships with neighbouring institutions including Melbourne Polytechnic, Latrobe University and RMIT Bundoora Campus as well as other universities. BSC is a Child Safe school and expects all employees to be cognisant of the expectations upon them to contribute positively to our child-safe environment.
BSC is currently experiencing strong growth as we implement our new curriculum programme and pedagogical approach with a vertical structure of subject offerings across the traditional 8-11 years called our PACE21 (Passion and Choice, Empowerment 21st Century skills) programme. This programme empowers students to choose the pace of their own learning journey. Our core purpose is to provide a broad and challenging education that is future-focused and will develop students' 21st Century skills, abilities and knowledge for further education, training, work and community participation.
Students at BSC are not bound by the traditional year-level classes. The school is broken into three cohorts – a common Entry year (year 7), PACE21 (years 8-11) and Graduation year (year 12). The vertical structure supports students' choice and provides flexibility across our learning programme, ensuring that all students can engage at their point of interest and be challenged at their point of need.
Rigour remains a core value, so high expectations of students will continue and progress will be routinely reported against the BSC Great Student (21st century skills) matrix and the Victorian Curriculum skills continuum to ensure that all students achieve success. We are very aware that ongoing feedback to students will support a growth mindset and promote learning so that each student can reach the next level.
We are a diverse and inclusive community that lives by our school values – Respect, Responsibility, Resilience, Relationships and Rigour (the 5 R's). Students have an authentic voice in everyday decision-making at the school. We provide a variety of opportunities for student voice such as a Student Leadership Council, student-lead tours, public speaking at assemblies and membership of College Council with voting rights.
Learning takes place in well-equipped air-conditioned courtyard-style buildings, which contain specialist areas including a Library Resource Centre and student social space, an ECA Centre with a gymnasium, weight-training facility and drama studio, Arts and Technology areas (food, wood, media, art and craft, ceramics, painting and drawing) and music laboratories. Science rooms are fully equipped for practical experiments and activities with two 3D printers and an emphasis on robotics. Each classroom is provisioned with an interactive whiteboard and our 1:1 digital technologies programme is enhanced by the school's provision of PCs and Macs.
Traditional co-curricular programmes such as sport, drama and music performances, instrumental music, excursions, camps, art exhibitions and displays and student leadership have been incorporated into the mainstream curriculum to ensure that all students can pursue their passions.
Strong emphasis is placed on catering for the individual learning style of each student. Achievements are recognised and celebrated. BSC promotes an environment that encourages students to investigate, understand and actively design and participate in their learning through a variety of teaching and learning strategies.
Parents are welcome and encouraged to participate in all College activities and to work with teachers in developing positive educational outcomes for their children. While formal reporting to parents takes place twice a year, the College emphasises continual monitoring and communication of student progress to students and parents.
We actively involve our community in the development of our educational programmes, policies and the provision of a supportive and caring environment. This is reflected in our house teams and our wellbeing structures that exist to assist students and parents. The implementation of the Student Empowerment Guidelines results in an environment where students from a wide range of cultures and backgrounds exhibit cooperation and acceptance of each other.
We have established positive links with our neighbouring primary schools as a means of easing the transition of students into the College and providing continuity in their educational programmes.
Bundoora Secondary College – BSC – where students experience education by student choice.
Selection Criteria
SC1:
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.
SC2:
Demonstrated experience in planning for and implementing high-impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programmes on student learning growth.
SC3:
Demonstrated experience in monitoring and assessing student learning. Demonstrated experience using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4:
Demonstrated interpersonal and communication skills. Demonstrated experience establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5:
Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience 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 programmes 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.
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 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. The planning, preparation and teaching of programmes to achieve specific student outcomes are central, and teachers teach a range of students/classes and are accountable for the effective delivery of their programmes.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus 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 plan and teach student groups in one or more subjects and are expected to participate in induction programmes 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
Direct teaching of groups of students and individual students.
Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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.
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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD).
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 pal/child-safe-standards/policy.
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 programmes will be provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at .
Qualification Requirements
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
If the person completed an Australian postgraduate level initial teaching programme or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programmes in Australia: Standards and Procedures'; and
A person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July **** must also 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 ITE programme completed by the person).
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