Secondary English Teacher

4 months ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | Western Metropolitan

Job type: Full time / From 16/09/2024

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Teacher

Reference: 1431682

**Location Profile**:
Tarneit Prep-9 College is situated in the western suburbs of Melbourne in the local area of Wyndham. The College was established in 2013 with an enrolment of 331 students and reached a peak of 2366 students in 2023. The Wyndham area has seen the opening of more than 10 schools in the past few years which has resulted in the altering of the College¿s enrolment zones and consequently the College is beginning to see a decline in enrolments, particularly in the primary area. This will need careful management throughout the new School Strategic Plan.

The secondary enrolment numbers grew rapidly throughout the last School Strategic Plan and during the turbulent times of COVID-19. Student wellbeing and engagement proved to be a challenge because of the rapid growth and disrupted learning period and has required the college to rethink its approach to ensure student develop the skills needed to be confident, resilient, aspirational students who reach their best. The introduction of a 'House Model¿ in 2022 will remain a strong focus to support the college to build students¿ sense of connectedness and to empower students to be active agents of their learning.

The college has experienced workforce shortages that has resulted in the employment of a high proportion of graduate teachers, Permission to Teach teachers and casual staff. Some secondary staff have been required to teach outside their field. The Professional Learning Community (PLC) Model has been implemented at the College and will continue to be used as the main vehicle for building teacher capacity. The focus will be on

¿ Build a culture where every adult knows their students and takes responsibility for learning achievement, growth and wellbeing.

¿ Focus PLCs on differentiated teacher learning using student data to ensure all students make measurable and ambitious gains, for which all staff share accountability.

¿ Engage staff and students in giving and receiving feedback to ensure continuous improvement in teaching and learning across the college.

¿ Develop shared and high expectations that are visible and referenced. Ensure teachers participate in peer observations and reflect and act on feedback.

The School Performance Report moved the rating for reading and numeracy from Transform in 2022 to Renew in 2023. Over the previous strategic planning period the college introduced an instructional model, documented its guaranteed and viable curriculum, and strengthened collaborative processes. The college reported that these are not yet embedded and there was further opportunity to improve learning outcomes for students. It is intended that the college continue to expand the use of evidence-based teaching and learning strategies to improve learning achievement and growth. The college will continue to strengthen the use of data and evidence to differentiate and evaluate curriculum and pedagogy to improve student learning and wellbeing and embed the use of HITS to increase cognitive challenge and the use of rich learning tasks.

The Tarneit community comprised of diverse family backgrounds, with 42% of student¿s parents being born in India, 8% of student¿s parents being born in Australia and New Zealand and the other 8 from the top 10 countries of birth (of Parents) coming from Pakistan, Samoa, Ethiopia, Philippines, Sudan, Bangladesh and Somalia. The College has seen an increase of students coming to the school from other countries, particularly into the later stages of primary and early stages of secondary and therefore will need to review its approach to EAL. The College Student Family Occupation index has slightly declined and is 0.4719 indicating that the community come from mid-social economic backgrounds.

**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.

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