Technology teacher (endeavour hills)

Gleneagles Secondary College employs in excess of 150 personnel and we are committed to supporting staff to focus on the work that we are all most passionate about - supporting our students to achieve their very best. We are focussed on removing administrative burden from our teaching staff and our structures and approach to student engagement supports a collective focus on student learning and engagement.

The College has an enrolment of over 1300 students from Year 7 to Year 12 and a staff of 150+. Ours is a culturally and ethnically diverse community with 50% of our students coming from a language background other than English and 5% have refugee status. Approximately 1% of our students identify as Aboriginal or Torres Strait Islander.

Our curriculum programs place Literacy and Numeracy at the core of our practice, providing students with broad access to the pathways they wish to explore and pursue. The design of curriculum is further underpinned by student voice and choice, VCE pathways and our collective knowledge of the educational demands of our student community. Our Senior students pathway into a diverse range of vocations and university courses and we are proud of our strong track record of academic performance.

Our pedagogical approach (Prepare - Engage - Teach - Reflect) aims to provide consistency for our students, as well as space for our teaching staff to be innovative, responsive and engaging.

Our extra‐curricular offerings are diverse and we excel in the areas of Performing Arts, Sport and increasingly in the Technology and academic extra‐curricular offerings such as Tournament of the Minds.

The professional growth of staff is paramount to our goals as a college. We continually offer diverse and engaging professional development opportunities that are driven by student and staff need. Staff meetings are designed to facilitate collaboration and learning, free from administrivia.

Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally, providing input into how we engage with the Community, Teaching and Learning, Setting and Student Engagement and Wellbeing. Students drive our RISE Model which stems from our school values of: Respect, Inclusion, Stamina and Excellence.

Where students require support in the classroom we offer additional staffing within the class, who work to extend and support small groups of students. We are committed to developing happy, healthy and resilient children and we have invested significantly in student wellbeing expertise including: a large Student Wellbeing Team, Mental Health Practitioner, Doctors In Schools Program, Youth and Social Workers, School Nurse and a dedicated Inclusion Program.

Gleneagles Secondary College has an established record of academic excellence and our success is attributed to a number of factors: dedicated staff, transparent and consultative leadership, and above all, strong relationships between all sectors of the school, especially between staff, students, our families and the wider community.

• 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 in 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 in 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 in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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 programme 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.

• Have the content knowledge and pedagogical practice to meet the diverse needs of all students.
• Model exemplary classroom practice and mentor or 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.

• Teach subjects and classes and are accountable for the effective delivery of their programmes. 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.
• Participate in the development of school policies and programmes and assist in the implementation of school priorities.
• Focus on classroom management, subject content and teaching practice. New entrants to the teaching profession receive structured support, mentoring and guidance from teachers at higher levels.
• Plan and teach student groups in one or more subjects, participate in induction programmes and other professional learning activities designed to ensure the integration of curriculum, assessment and pedagogy across the school.
• Assist in policy development, project teams and the organisation of co-curricula activities.

• Direct teaching of groups of students and individual students.
• Contribute to the development, implementation and evaluation of a curriculum area or other curriculum programme within the school.
• Undertake other classroom‐teaching related and organisational duties as determined by the School Principal.
• Participate in activities such as parent‐teacher meetings, staff meetings, camps and excursions.
• Undertake other non‐teaching supervisory duties.

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.

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. 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.

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 https:///pal/child-safe-standards/policy.

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 https:///pal/values-department-vps-school-employees/overview.

• 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 are provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http:///hrweb/Pages/default.aspx.

• Must have provisional or full registration approved by the Victorian Institute of Teaching.
• If the person completed an Australian postgraduate level initial teaching programme or course of study on or after 1 January 2024, 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 and satisfies the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programmes in Australia: Standards and Procedures'.
• A person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 must also demonstrate that they have passed the licensing and numeracy test for initial teacher education (LANTITE) requirements.
• Details of qualification requirements are updated from time to time and can be found at Recruitment in Schools.