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Vacancies

Looking for a career with impact?

Regional Victorians are being encouraged to apply for a unique teacher internship delivered by the University of Melbourne’s Graduate School of Education.

As a teacher intern you can earn a world class Master of Teaching qualification while being paid to teach in a Victorian secondary school.

The program commences with an initial intensive on-campus program, then you are placed at a participating school on a starting salary. Over three years, you teach your own classes and continue your academic program with support and mentoring by the University and the school.

Interested in finding out more?

Visit education.unimelb.edu.au/internship or call Gaye Pepper 0405 535 056.


Full time vacancy for a Teaching Specialist: Humanities with the capacity to teach Psychology desirable.

Role brief:

The Learning Specialist will be a highly skilled classroom practitioner. The role will require observation of teachers and providing feedback based on our agreed instructional model. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teacher workforce. The role will require high level leadership skills in developing through collaboration a whole school Professional Learning plan based on the needs of our school community using an evidence based approach.

Key Responsibilities:

  • Develop a Professional Learning Plan in collaboration with the Leadership team and the Student Learning committee.
  • Lead processes for Student feedback. This to include the ‘Pivot’ surveys.
  • Oversee the embedding of the HDSC instructional model.
  • Monitor and evaluate the use of student action plans.
  • Lead a Key Learning Area using researched based leadership protocols.
  • Teaching and leadership of Humanities.
  • Oversee the provision of professional learning, through developing processes and protocols for observation and feedback of teacher practice and peer collaboration.
  • Oversee staff professional learning.
  • Update the staff PD database.
  • Provide evidence based feedback to staff to inform their effectiveness and development.
  • Lead Peer to Peer observations.
  • Conduct teacher observations.
  • Train student leaders in giving feedback to staff on teaching practice as part of the teacher observation process.
  • Member of the leadership team.
  • To promote a culture where protecting children from abuse is part of everyday thinking and practice within our school environment
  • To promote and model behaviours between adults and young adults based on mutual respect and consideration; as per our Child Safety Policy and Code of Conduct.

Key Performance Indicators

  • A clear evidence based professional learning plan is in place by midterm one.
  • Peer observations are conducted based on the results of Pivot surveys and the HDSC instructional model.
  • Student education leaders are trained and in place to assist with teacher observation and feedback.

Literacy leader: Overseeing our intervention programs and our library resource centre.

ROLE BRIEF:

The role will revolve around implementing the key strategies agreed upon in the 2013 Literacy strategy. The co-ordinator will oversee the key priorities agreed upon to improve Literacy across the College. The key challenges will revolve around greater consistency of best practice across the College using common pedagogies. Part of the strategy will be the continuation of the Literacy intervention programs ‘Multi-Lit’ and Writers support along with the use and display of key vocabulary terms.

The role will require supervision and management of the ‘Literacy resource centre’ formally the school library.

KEY RESPONSIBILITIES:

  • Make sure that the Literacy Strategic plan is clearly articulated across the College to key stake holders.
  • Ensure that the ‘Multi-Lit’ program has a clear timetable and that the tutors have adequate training.
  • Evaluation of the effectiveness of the Literacy initiatives introduced.
  • Oversee the running of the ‘Writers support’ program.
  • Make sure that the whole school vocabulary lists are implemented by each KLA area.
  • Development of resources to assist staff in the implementation of agreed strategies.
  • The Literacy Leader is responsible for the administration, maintenance, planning, and evaluation, efficient and effective operation of the Literacy centre.
  • Archives (Maintain school scrapbook and other archival material)
  • Assisting students on appropriate resources and reading materials
  • Attend library network meetings as required
  • Circulation of class sets (As directed by class room teacher)
  • Circulation of resources (Loans, returns, printing and distributing lists of overdue items and follow up on these)
  • Collection maintenance (Repairs, shelving, tidying)
  • Customer service (Assist patrons with effective library and resource usage and provide continuity of client contact)
  •  End of year book collection from staff and students
  • Laminating ( As needed by staff members)
  • Library budget (Keep track of paperwork, keep track of spending on spreadsheet, stationary ordering, books ordering etc.)
  • Manage ClickView
  • Newspapers (Accessioning, labelling and distributing to staff members)
  • Processing of ICT resources (Cataloguing and labelling – then storage in ICT office)
  • Processing of new book resources (Accessioning, labelling and covering)
  • Publicity display of students sourced through the local newspapers
  • Stock take library on a two yearly basis-e.g. Fiction one year, non-fiction the next year (Including weeding)
  • Student supervision (Senior students study periods and Distance Education students)
  • Supervise larger groups from across the College (7-12) on library lunch time opening days.
  • To be responsible for library continued operation during lunch time openings
  • Year 7 library orientation

CURRENT KEY PERFORMANCE INDICATORS: (3-4 max)

  • A Multi-Lit timetable is developed and implemented by week 2 of each term.
  • Establish a Writers support group for each year level.
  • All KLA areas have supplied a Vocab list each term.
  • Work with the English team to present three professional learning items to all staff over the year relating to Literacy.

  • We have a need for Casual Relief Teachers (CRT) throughout the College. Please make contact with the College directly to indicate your interest.