Humanities / VCAL


Reference: 1180757

Location Profile

Hazel Glen College is located in the City of Whittlesea, one of Melbourne’s fastest growing municipalities. The local population has grown rapidly and continues to grow. Hazel Glen College has an active and integral role in the ongoing development of the Doreen community hub.

The College commenced at the beginning of the 2014 school year with 143 students. Growth of the College has been rapid, with the College growing to over 3000 students and over 300 staff, in the last few years. The College structures are based on educational research of the stages of learning. This comprises a Kindergarten, Junior School P-4, Middle School 5-8, Year 9 Centre and Senior School 10-12, with our first year 12 graduates in 2020.

A Child Family Centre, comprising, kindergarten, extended day care, playgroups, intervention services, maternal health centre and various other community service groups, co-located on the school site, creates an exciting and innovative early childhood education precinct.

The College motto, Learners today - Leaders tomorrow, leads the direction for our students. It is the expectation of all staff across the College to guide students and develop skills, attitudes and values required to fully participate in the rich educational journey at the College and life in the 21st century.

Hazel Glen College enjoys outstanding physical resources that provides students with the best possible educational opportunities. The modern facilities and teaching and learning practice represent an exciting opportunity for students and parents and establishes the College’s culture, values and nature.

Hazel Glen College is committed to the academic and personal growth of every student.
A focused curriculum, dedication to innovation and a culture of care and support, allows us to meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning. In providing 21st Century teaching and learning, there is a strong focus on student agency in learning and a comprehensive STEAM education program across the College.

Our aim is to challenge students to be the very best they can be and importantly, assist every student to reach their potential. Teaching the skills needed for a fulfilling life in the 21st Century, and supporting a love of learning that goes well beyond the classroom, is actively embraced by our College.



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

    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


Other Information

  • 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.