Classroom Teacher Health & Human Development 7-12 & Physical Education 7-12 - Family Leave Position
Department of Education Victoria – Wheelers Hill VIC
10 days ago, from Department of Education & Training Victoria
Welcome to Wheelers Hill Secondary College. We have a student population of approximately 700 and a team of passionate and dedicated teaching and non‑teaching staff focused on providing the best learning outcomes for all students. We have excellent facilities and a beautiful and natural setting, showcasing expansive grounds within a well‑established residential precinct. We offer a vibrant and engaged community that values our personalised care for students as well as our clear focus on achieving each student's personal best in all areas of learning and wellbeing. The College was established in 1980 and is in the City of Monash, in the eastern suburbs of Melbourne. We welcome and support diversity and inclusion. The College has up to 30 feeder primary schools and a long‑established International Student Program.
Our core and extra‑curricula programs, at all year levels, include Sports, Instrumental Music, Student Leadership, Voice and Agency, Robotics Clubs and a range of other activities. Our School Productions are enormously successful. We have outstanding STEAM Programs and work closely with the Monash Tech School, at Monash University, where students explore leading‑edge digital technologies and engage in a range of programs designed to support future career prospects. We also offer at Years 7 to 9 which has been designed around four key pillars: Resilience, Inquiry, Student Agency, Voice and Leadership; and Empowerment. It gives selected students the opportunity to delve deeply into 21st‑century learning based on: Collaboration, Communication, Creative Problem Solving and Critical Thinking.
Our College values are:
* Respect : WHSC promotes respectful, inclusive and positive relationships. Our students and staff act with integrity and value diversity in their interactions with others. We understand that inclusive language and behaviours define us as individuals and as members of the Wheelers Hill community. We respect our own traditions as a College, and we respect our First Nations People and the land on which we learn.
* Excellence : WHSC provides opportunities to demonstrate excellence in all areas of learning and wellbeing. It is only through perseverance, resilience and the capacity to learn from effort that true excellence can be achieved. Excellence is not simply a measure or a number but a recognition of all the parts that define us as authentic learners who have achieved mastery and autonomy in the key knowledge and skills that we aspire to.
* Creativity : WHSC believes that creativity is the key to unlocking the potential in every student. Our students and staff are encouraged to seek innovative solutions and use higher order thinking skills as independent and collaborative learners. We believe that the Design Thinking Process is a significant tool in supporting young people to use creative critical thinking skills that are based on empathy and self‑reflection.
Wheelers Hill Secondary College strives to develop students who are ready to embrace the future and become empathic and ethical global citizens.
The College consists of two sub‑schools: Middle and Senior. Every year level has access to a broad range of core studies, and an extensive elective program is available at Years 9 to 12, with students recommended for VCE Advanced Placements in their areas of expertise and interest.
The College has also implemented a school‑wide approach to Literacy, Numeracy and STEAM, with Learning Specialists in each of these areas to oversee initiatives. The College's Performing Arts Programs provide further opportunities for our students to excel as learners. For example, high‑quality opportunities exist in Drama, Music and Dance. Our Performing Arts Programme supports Instrumental Music, an annual Whole‑School Production, numerous bands and choirs, together with various showcases demonstrating student skills and talent.
We offer an excellent Sports Programme, with dedicated teachers to support individual athletes as well as a huge array of team sports. Our House System also offers students the opportunity to build peer connectedness and personal wellbeing. Our dedicated Wellbeing space provides one‑to‑one consulting by our Wellbeing Team.
The College's primary administration platform is Compass. Students, parents, teachers and administration staff liaise efficiently and effectively through this platform. This is a powerful tool which underpins effective communication by sharing resources, communicating attendance, promoting student work, ensuring classroom materials are available and ensuring currency of documentation.
* A spacious Library facility to support learning and research, which forms the central hub of the College.
* A modern Science Centre, catering for the four major science strands of Biology, Chemistry, Psychology and Physics.
* A Food Technology Centre.
* Arts, Woodwork and Metals/Plastics Technology areas.
* The Bunjil Centre, featuring a practical performance theatre, music rehearsal spaces and a full‑size gymnasium with a giant digital screen.
* A dedicated VCE Study Centre.
The College welcomes the use of our facilities by local community groups, including the use of classrooms, the gymnasium, and the College grounds for sporting and academic activities.
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 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.
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 to improve knowledge and skills to effectively engage students and improve their learning.
As classroom teachers gain experience, their 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.
Classroom Teacher (Range 2)
* Range 2 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.
* They 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)
* Primary focus 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 programmes to achieve specific student outcomes.
* Range 1 teachers teach a range of students/classes and are accountable for the effective delivery of their programmes.
* They participate in the development of school policies and programmes 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.
* They 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) via .
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.
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: Child Safe Standards Policy
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: Department Values Overview
Conditions of Employment
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
* 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 program 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 program 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';
* A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 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 program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools .
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