15 May

Science Teacher Jobs Vacancy in Fountain Gate Secondary Colleg Fountain Gate

Position
Science Teacher
Company
Fountain Gate Secondary Colleg
Location
Fountain Gate VIC
Opening
15 May, 2018 30+ days ago

Fountain Gate Secondary Colleg Fountain Gate urgently required following position for Science Teacher. Please read this job advertisement carefully before apply. There are some qualifications, experience and skills requirement that the employers require. Does your career history fit these requirements? Ensure you understand the role you are applying for and that it is suited to your skills and qualifications.

Follow the online directions, complete all the necessary fields, and provide all relevant information so your application is submitted correctly. When you click the 'Apply this Job' button (open in new window) you will be taken to the online application form. Here you will be asked to provide personal and contact details, respond to employment-related questions, and show how you meet the key selection criteria.

Science Teacher Jobs Vacancy in Fountain Gate Secondary Colleg Fountain Gate Jobs Details:

Fountain Gate Secondary College was established as a Year 7-12 stand alone school in 2009. It is located in Narre Warren within the south east growth corridor of the City of Casey and in 2017 has a total enrolment of 1100 students. It provides an excellent, comprehensive education for the Narre Warren community in a secure, supportive and educationally challenging environment.

The College recognises and values the diversity of its community that is drawn from different social, economic and cultural backgrounds. We have a well-established relationship with our feeder primary schools through the Fountain Gate Cluster.

This is a strong, stable and effective leadership team consisting of three Principal Class members and eight Leading Teachers. Our School Council are a cohesive group that are actively engaged with the College.

In 2016, the College implemented a Whole School Improvement Plan which involves three stages. The first stage focuses on establishing the right preconditions for learning: setting high expectations, providing strong leadership and establishing an orderly learning environment.

All students in the college have ‘the right to learn’; to support this premise there is a highly effective student management system that operates across three sub schools (Junior, Middle and Senior). This is underpinned by the Code of Cooperation and promoted through our four key values of Endeavour, Honesty, Responsibility and Respect. There is a redeveloped College-Wide Behaviour Management Plan to ensure there is consistency in practice.

The second stage involves focussing on two key areas within the Framework for Improving Students Outcomes (FISO): Building Practice Excellence and delivering a Guaranteed and Viable Curriculum. The College has developed a sound Professional Learning Community framework that aims to build collective teacher efficacy. The third and final stage involves the implementation of the Teaching and Learning Framework and Instructional Model which is underpinned by peer observations and staff Performance and Development. All aspects of our professional learning and improvement plan are directly linked to our key purpose: improving student outcomes.

During Years 7 and 8, students undertake a core program that addresses the eight key learning areas. The College is committed to making real improvements to literacy and numeracy outcomes. The introduction of an innovative literacy intervention model in 2016, involving a literacy coach, intervention teacher and classroom teachers has been highly successful. This program uses the Fountas and Pinnell Levelled Literacy Intervention system and other research based methods. All staff engage in Literacy for Learning professional learning and practice and our College philosophy is that all teachers are teachers of literacy. The Mathematics program from Years 7 – 10 involves a dedicated numeracy period every fortnight. In 2017, the College changed to a five period day to enable teachers to deliver more effective lessons underpinned by an evidence-based learning cycle.

The College has redeveloped the curriculum map to reflect improved subject offerings. At Years 9 and 10, students are encouraged to explore their interests and aspirations with over 60 elective offerings that can include a VCE subject.

The College has set a clear vision to embed STEM education into the core Year 7 – 10 curriculum program. In 2018, a new STEM facility will be built which is very exciting for the school community.

The College has a long-standing Alliance with Gleneagles Secondary College and Hallam Senior Secondary College. The three Colleges have adopted a ‘programs approach’ to the selection of subjects at Years 11 and 12. Each program consists of recommended and complimentary studies that provide a clear direction and links to future pathways. Students select their program based on their proposed career choice, learning strengths and personal interests.

Fountain Gate Secondary College is currently offering four senior VCE programs: Biomedical; Commerce; Art, Design & Technology; and Creative Arts. Each program has an extensive range of recommended and complimentary units for students to select. Students can also select subjects unrelated to a program and can access subjects or programs at our Alliance partner schools.

All students are encouraged to achieve their ‘personal best’. An extensive awards system operates throughout the year that recognises student achievement, acts of citizenship and contributions to a positive school community. Our house system contributes to school spirit. The College successfully competes through interschool sports, the Aerobics Program and Rugby Union Elite Program at district, zone, state and national level. Our Future Problem Solving team have attended the international finals in the USA three times to date.

Our High Achievers Program for Years 7 to 10 is well established and has attracted a very positive reputation. Students are selected through an examination, teacher recommendations and interview. Students are exposed to an enriched and challenging curriculum that enables them to reach their full potential.

The College has a strong commitment to providing vocational guidance and programs designed to support students to aspire to achieve their goals in life whether they be a particular career pathway or higher education. We have introduced a Year 9 and 10 Pre-Cal program to support ‘at risk students’ to re-engage in their education.

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An extensive range of opportunities are offered to develop students’ communication skills and leadership capacity that includes School Captains and Year Level Captains, Student Representative Council and House Captains. Student voice is highly valued in the College.

To support the wellbeing and educational needs of our students we have a partnership with Headspace and have an onsite team consisting of: College Wellbeing Leader, Re-engagement Officer, Attendance Officers for each Sub School, Integration Co-ordinator, Youth Worker, Chaplains, Counsellor, Speech Pathologist, Adolescent Health Nurse, Multicultural Aides, onsite psychologists and a School Nurse. We are to benefit in 2018 from the ‘Doctors in School’ program.

The Performing Arts area has significantly contributed to the growth of extra-curricula activities. Students are eagerly involved in the junior and intermediate concert bands, contemporary bands, singing, dance and drama. These activities have a focus on participation and enjoyment and culminate in a range of performances such as the Production and the Talent Show.

Selection Criteria

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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

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

Written response to the selection criteria is mandatory.

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.
  • 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


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