Caulfield Junior College (CJC) is a Victorian State Government school accredited by the Council of International Schools (CIS) for adhering to international standards. The school was established as Balaclava Road Primary School in 1914. Caulfield Junior College is located 11 km southeast from the Melbourne Central Business District (CBD).
Caulfield Junior College is a bi-national school accredited to deliver both the Australian and French curriculum in accordance with the Department of Education and Training (DET) and the French Ministry of Education’s standards and practices.
The school enrolment includes students undertaking the accredited French program within the French Section Elective (FSE). The FSE program is overseen by the Agency for French Education Abroad (AEFE).
The outdoor sporting facilities include an excellent synthetic football, basketball and running track area, and covered play equipment.
The school has a range of buildings dating from different eras. The Building Education Revolution Program (BER Program) facility provides classroom and multi-use spaces, including a computer section.
Our school currently has 471 students, 293 of whom access both the Victorian and French Curriculum in our ‘French Elective’ program. Additionally, 88 of our students participate in the ‘Hebrew Immersion Program’ (HIP) before school, three mornings per week. Many of those students participate in an additional after school activity once per week, run by the United Jewish Education Board (UJEB). We are proud of the diversity of our school; currently our student body includes students from 28 countries, who speak 24 different languages.
Our daily school program includes:
- Structured literacy, numeracy and ‘units of inquiry’ blocks to ensure consistent delivery of the Victorian and French Curricula.
- Specialist classes including Art, LOTE (French), Music and Physical Education.
Outside of each school day, our school engages a variety of external providers, including:
- ‘After School Activities’ – programs particularly delivered for the purpose of building the French language in our school.
- ‘Sports Wise’ programs.
- Australian Girls’ Choir.
Russian School (running on a Sunday).
SC1 Demonstrated understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.
SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
- Monitoring, evaluating and reporting student progress in key
- Implementing strategies to achieve targets related to student
- Maintaining records of class attendance and recording student
- Implementing effective student management consistent with the
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
- Contributing to a range of co-curricular programs
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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
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
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 programs provided.
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