Graduate Teacher Program - STEM


Reference: 1198955

Location Profile

Wantirna College is a single campus Year 7-12 School of approximately 1450 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 0.47 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 70 overseas fee paying students largely from China and Vietnam.

Our EFT (effective fulltime teachers) is approximately 90, although due to part time work this is over 100 teachers. There is a Principal Team of 5 (one Principal and four Assistant Principals) and 30 non-teaching staff who provide support to both the teaching staff and students. This support covers Administration, Library, Science, Integration, Learning Support, Quicksmart, Home Economics, Facilities, Gardening, School Nurses and ICT.

We operate two sub schools, the Middle Years 7-9 and the Later Years 10-12. 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, 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 VCAL and VET programs.


Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.



Role

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

    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
  • year level

  • Monitoring, evaluating and reporting student progress in key
  • learning areas

  • Implementing strategies to achieve targets related to student
  • learning outcomes

  • Maintaining records of class attendance and recording student
  • progress

  • Implementing effective student management consistent with the
  • school charter.

  • Working with a mentor to participate in professional development
  • planning, implementation and reflection developing a professional
    portfolio

    Additional responsibilities may include but are not limited to:

  • Supervising a range of student activities including support and
  • welfare programs

  • 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


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 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

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.