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.
SC6 Demonstrated experience in managing complex behaviours and responding to or implementing a trauma informed approach to support student growth and engagement.
Due to the varying levels of academic success of students referred to the Learning Spaces Re engagement Program, english teachers will be able to differentiate aspects of the 7-10 English Victorian Curriculum. The successful applicant will be able to develop and implement a strength based approach to teaching english, incorporating foundational skills as well as scope and sequence in a short term program with the flexibility to reflect on and adjust their practice in response to diverse cohorts and individual students¿ progress. They will also be confident to report on individuals¿ progress, highlighting key strategies to support growth, and how these recommendations and adjustments can be replicated in the student¿s referring school when they transition back.
Humanities experience is preferred, however not essential.
A key aspect of this role is working and communicating with Designated Neighborhood schools teachers and school leaders, and thus the successful applicant will have a
-
develop and deliver English curriculum 7-10
-
Be familiar with or willing to learn the Health/Humanities curriculum 7-10
-
administer and analyse learning data collection to inform targeted teaching interventions
-
build and maintain rapport with students, parents, and school staff from referring schools
-
attend referring schools to make classroom observation and discuss students individual needs
-
maintain clear and concise documentation of observations, student case notes, and attendance data
-
develop and present student reports including best practice teaching and learning strategies
-
work with Local Designated schools in an outreach capacity to support the re-engagement process
-
work within a small team to evaluate and improve the Learning Spaces program
-
develop and deliver PD for staff internally
-
uphold the school values and DET values in working with young people in an educational setting
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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
-
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
-
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
-
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
-
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
The Learning Spaces are two annexes of Sydney Road Community School, located in Brunswick West and Coburg, that offer a short-term re-engagement program to support years 7 to 10 students to engage successfully with their NWVR Government secondary schools.
The SRCS Learning Spaces Re-engagement program (srcslearningspaces.vic.edu.au) currently runs in three thirteen-school-week cycles across the calendar year, with each trimester encompassing a school holiday period. The program consists of three phases; Induction, Intensive, and Re-engagement.
During the two-week Induction Phase, Learning Spaces Teachers and Youth Workers visit local designated school or `base¿ schools to gather information about students via professional interactions with relevant staff, formal pre-program student assessments, and complete classroom observations.
Students then attend one of the Learning Spaces full-time for the eight-week Intensive Phase, during which predominantly Tier 1 and 2 interventions are undertaken within a designated school-like environment to address specific barriers to engagement and success in areas such as behavioural, academic, social, and emotional difficulties.
Upon completion of the Intensive Phase, students return to their base schools for the three-week re-engagement Phase, wherein Learning Spaces teachers facilitate re-engagement meetings where they report student outcomes from their placement; outline successful strategies; and negotiate a set of interventions with base school leadership. They then conduct classroom observations focused on the agreed interventions and offer support to base school staff in implementing the interventions and meeting the needs of returning students more generally.
