Maths / Physical Education - iCan Flexible Learning Program

Victoria University Secondary College is a multi-campus school, comprising of a Junior Campus located in Deer Park, a Senior Campus with a Trade Training Centre located in Cairnlea and a Flexible Learning Option iCAN centre located in St Albans. Our college has approximately 1500 students from years 7 to 12 and services the residential area of Cairnlea, Deer Park, St Albans and environs in the western suburbs of Melbourne. Our college provides a broad range of personal, academic and practical experiences for our students who come from diverse cultural and social backgrounds.

Victoria University Secondary College challenges students to create the future by adhering to our school values of Aspiring to Achieve, Strengthening the Community and Respecting Themselves and Others. Victoria University Secondary College is a Professional Learning Community (PLC) school. PLC schools approach learning by sharing ideas, enhancing teaching practices and creating an environment where all students can reach their full potential.

Victoria University Secondary College empowers members of our learning community to develop control over their own thinking and actions. Our college encourages our members to develop self-belief and confidence to persevere with their learning challenges. Victoria University Secondary College focuses on reflective thinking and collaboration. This college focus encourages our students to become independent learners, work collaboratively and share ideas and resources while respecting and recognising individual contributions.

Our strategic intention is to maximise opportunities for all our students by developing their talents and challenging them to have high aspirations, so they can achieve their potential and become logical, self-aware, collaborative and inquisitive students. Importantly, Victoria University Secondary College seeks to develop students' skills and competencies so they are well prepared for their future study and workplace.

Selection Criteria

• 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.
• 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.
• 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.
• 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.
• 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, their 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.

Responsibilities

• 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.

Diversity and Inclusion

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.

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.

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 of 3 months will apply during the first 12 months of employment. Induction and support programs provided.

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.