Classroom Teacher Careers Practitioner

Location Profile

Wantirna College is a single campus Year 7-12 School of approximately 1490 students, situated in the eastern suburbs of Melbourne, about 25 kilometres from the city centre.
The College was founded in 1980 and consists of a core of well-maintained brick buildings, with additional portable buildings, in an attractive garden setting spread throughout the spacious grounds with panoramic views of the Dandenong Ranges.
The College facilities include a new state of the art theatre, university style cafeteria, new and refurbished buildings that incorporate flexible open learning spaces as well as landscaped courtyards.
Wantirna College draws students from both local and surrounding primary schools.
Demand for places at the College has been consistently strong and as part of the enrolment strategy there is a Department of Education and Training approved enrolment ceiling of 1500 students.
Most of our students walk to school or are transported by their parents or buses.
The school family occupations index (SFO) is 0.35 and has remained fairly consistent over the last four years.
The Language Background Other than English (LBOTE) proportion is 0.13 and again has been consistent over a large number of years.
The College also has an international student program.
This program takes approximately 20 overseas fee paying students largely from China and Vietnam.
Our EFT (effective fulltime teachers) is approximately 111 teachers.
There is a Principal Team of 5 (one Principal and four Assistant Principals) and 72 non-teaching staff who provide support to both the teaching staff and students.
This support covers Administration, Library, Science, Integration, Learning Support, Quick smart, Food Technology, Facilities, Gardening, School Nurses and ICT.
We operate two sub schools, the Middle School 7-8 and Senior School 9-12.
Each sub school has its own administration, overseen by an Assistant Principal and Leaders of Sub school and operates within its own pedagogical guidelines.
There is a strong and consistent whole school approach to welfare and discipline with an emphasis on emotional intelligence.
Students in Year 7 and 8 experience a core curriculum based around eight learning areas.
The only choice in terms of subjects is LOTE where we offer Spanish and Chinese.
This subject choice will be a factor in determining the student¿s home group.
In Year 9 and 10 students undertake a course that is half elective and half core.
Again, it is structured around eight learning areas.
Early start VCE is accessible for Year 10 students who are achieving well.
In Year 11 and 12 we offer a wide range of VCE units, comprehensive VM and VET programs.
The Wellbeing Team at the College is well supported through a range of Education Support Staff, including 1.5 Mental Health Practitioners, two Student Wellbeing Social Workers, two First Aid Officers, along with several placement students undertaking social worker work experience.
The team support and run a number of key areas within the school including breakfast club, targeted student wellbeing interventions, counselling services for students and liaising with external services including DFS, Orange Door and Navigator, to ensure our students receive the best possible support to be successful.

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

Provide appropriate one on one careers counselling to students and/or their guardians as required in relation to:

-course selections
-post compulsory education
-opportunities for employment -exit interviews pre completion of compulsory education

Work with the Leader of Senior School (Learning & Improvement) to develop systematic advice (Explore) to students in relation to course selections and VTAC applications.
Work with the Leader of Senior School (Transitions & Pathways) to oversee the subject selection process and to ensure that staff are equipped with sufficient information to partake in subject selection conversations.
Facilitate use of electronic inventory data bases (including Morrisby) to assist students in identifying interests, strengths and weaknesses in order to assist in identifying potential careers.
Speak at assemblies and parent information nights to ensure students and parents are informed in relation to careers and tertiary study options.
Liaise with outside organisations (e.g.
LLEN) regarding careers counselling to improve Wantirna College student opportunities.

Coordinate the Career Action Plans for all students, including the creation and maintaining of these in Explore lessons and the digital storage.

Liaise with the Leader of Inclusion and other ILA staff to support students in SSGs in relation to pathways matters.

Liaise with Leaders of Senior School and YLLS to support at-risk students in pathway matters.

Work with the Leaders of Senior School to support policies relating to unscored, subject reduction at VCE and change of subject periods.

Oversee the organisation of the Wantirna College Career Expo, including liaising with external providers and Learning Area Leaders
Oversee the organisation of the Year 10 University and TAFE tours
Assist the Leader of Senior School (Transitions & Pathways) in the Year 9 Mock Interview program, including accessing external providers and Wantirna staff members.
Deliver relevant information to all Year 12 students so that they are equipped to access and use VTAC for their tertiary applications.
Coordinate and oversee the My Career Insights program to ensure the delivery of Morrisby profiling and careers counselling to all Year 9 students.

Develop & oversee programs to engage Year 7s and 8s in career development.

Ensure there are opportunities for students and parents to learn about issues related to the current work environment, the range of skills students will need to engage in that environment, and the further study necessary.

Source accurate and up to date, University, TAFE and careers reference material and ensure it is easily accessible to students.
Review materials in the Careers & Pathways Hub regularly to ensure their accuracy.

Provide regular up to date information in the newsletter, Microsoft Teams & Compass (for the wider community) about career-related opportunities for students.

Assist the Leaders of Senior School in identifying appropriate pathways for students wishing to leave compulsory education before the age of 17.
Facilitate and organise the school exemption process for students under the age of 17.

Support students leaving prior to the end of year 12 in identifying and transitioning to their new pathway.

Organise and facilitate the work experience, work placement and work shadowing programs to maximise student participation and further develop the support of parents and employers.
Ensure that students have undertaken the required Work Safe and White Card training prior to their placements.
Ensure all appropriate documentation is completed for students undertaking work programs and records are stored appropriately.

Assist the Leader of Senior School (Transitions & Pathways) as required.
Ensure staff, students and parents are aware of developments and progress in
relation to careers through use of the College communication channels.
Ensure staff have access to accurate information regarding post-compulsory
education and the work force
Prepare and oversee the program budget related to Careers.
Manage records of careers counselling including updating individual pathway plans and sharing notes with students
Complete other tasks as required by the Principal.

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

Facilitate and provide appropriate careers counselling to students and families at the College.

Develop and improve on whole school and whole cohort initiatives to promote career development.

Develop and maintain a library of current and up to date resources in relation to Careers information.
Support students who are exiting the College before the end of year 12 as required.

Be responsible for the implementation of the work experience/work shadowing programs.

Manage the human, financial, and teaching resources of the program.

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

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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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.
It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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:
https://www2.education.vic.gov.au/pal/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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.

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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.

---