Food Technology Teacher | YKJ-935

Food Technology Teacher | YKJ-935

18 Mar
|
Victorian Government
|
Sunbury

18 Mar

Victorian Government

Sunbury

Sunbury VIC



Part-time



Reference: 1188622





Location Profile





Sunbury College is a vibrant, cohesive and inclusive school located 35km (about 30 minutes? drive) from the CBD in Melbourne?s north-west growth corridor. The College holds the values of respect, responsibility, resilience and endeavour as guiding principles. It has a focus on the academic growth, personal development and general wellbeing of each student. It is greatly valued by its local community of Sunbury and surrounds, and is experiencing growing enrolments.



The student enrolment is currently 1060 and growing. The staff are in the main a mixture of mature,

experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix. Our staff are committed, professional and collaborative. They value continuous improvement and development.



A comprehensive curriculum is offered from years 7-12, including VET options, and the college is organised around two sub-schools (middle years 7-9, and senior 10-12) and four houses. The college has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.



Sunbury College is set on eight hectares and has well-established facilities, which are in the process of being modernised. Our new classrooms and science building will be completed by the end of this year.





The college's new strategic plan is in its second year. Our strategic directions going forward will have a strong emphasis on pedagogical development and on student agency and voice in their learning. In the area of student pathways and transition the college aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students. As part of its focus on student engagement and wellbeing, the college has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall well-being and engaged, motivated learners with a strong sense of connection to the school community.





Selection Criteria





SC1 Demonstrated understanding of initiatives in student learning including the Standards, 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 high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.



SC3 Demonstrated ability 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 capacity 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 behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.





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





Please feel free to call the principal, Darryn Kruse, at any time on 0459 842 198 if you have questions or would like more information about the position.





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.

The original job offer can be found in Kit Job:
https://www.kitjobau.com/job/6450728/food-technology-teacher-ykj-935-sunbury/?utm_source=html

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