JOB HIRING: Learning Support Coordinator (Classroom Teacher) - Melbourne

Aug 24, 2020

Wyndham Central College is located in a high growth corridor, approximately 20 minutes west of Melbourne and caters for students in Years 7 to 12 across the Wyndham district. Wyndham Central College is currently in the third year of an ambitious educational improvement plan. Recent data sets in key areas have demonstrated significant improvement in line with the targets identified in the Strategic Plan and reflect the dedication and commitment by the staff.

The Staff at Wyndham Central are committed to delivering a rigorous curriculum enhanced by the AVID program that aims to prepare students by developing a set of strategies to support their learning and chosen pathway. The college programs are innovative and challenging and include an enrichment program, Spanish immersion program, the STEM Academy and our flagship program AVID. The college is the first school in Australia to achieve certification as an AVID school and is a highly certified secondary school site.

To further complement the academic program all students are provided with a careers action plan and a learning plan from Year 7 that requires commitment, reflection and regular consultation between student, teacher and family/carers. This three-way partnership is crucial to the successful progress of all of the students at Wyndham Central.

Underpinning the educational improvement plan the College has modern facilities including a Trade Training Centre, a designated Year 7 Centre, Year 8 & 9 Centre and a Senior Years Centre, and dedicated content learning environments for the performing and visual arts, Science and STEM and Sport. Complementing the whole school buildings is the extensive active/passive landscaping plan and recreational outdoor plan, a student centered study and student services area.

The Leadership Team comprises of the Principal Team- Principal and three Assistant Principals, Leading Teachers - Year Level Leaders (Engagement & Wellbeing), Literacy Leader, Numeracy Leader, Pathways & Transitions Leader, AVID Leader and Campus Leader. In 2019 five faculty based Learning Specialists have been added to the overall leadership structure.

Applicants who are short listed for an interview will be invited to discuss their application in an interview via Microsoft Teams. If an applicant who is shortlisted for an interview requires any adjustments to this process these can be discussed with the College when the interview is being organised.

Please ensure that you include as part of your application a full employment history and copies of your academic transcripts.

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 programs 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 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.

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.

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

Other Information

Learning Support Coordinator

The purpose of the Learning Support Coordinator is to identify, assess, support and monitor and evaluate students with additional needs in close collaboration with the Student Well-Being Coordinator and with other members of the College community. The role also is to provide support for staff who are teaching students with additional needs. This role will have a teaching component.

The Learning Support Coordinator Will

Conditions of Employment

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.

To apply, click the link HERE.

***

To engage in the latest trends, developments, and opportunities in educational opportunities across Australia and Latin America, join our community at Education & Training Group. 

To find more career opportunities in Australia for Latin American professionals, visit our Jobs & Career platform.


Other news

Cookies help us deliver our services. By using our services, you agree to our use of cookies.