Information Technology Teacher Commencing 2025 (time fraction negotiable)Job posted: 29/01/2025
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 24/02/2025
Organisation: Schools (Government)
Salary: Salary not specified
Reference: 1463109
Closes: 11/02/2025
Location ProfileHallam Secondary College is in Southeast Melbourne on the lands of the Bunurong.
Learning communities have flourished on this land for more than 30,000 years.
The current College has been on this site since 1971 and is going through exciting change.
Over the next 4 years;
HSC will be reorganised and expanded to cater for growing demand in south-east Melbourne and give families certainty they will have a quality local school for their entire secondary schooling journey.The school is progressively moving from a Year 10-12 to a Year 7-12 school from Term One 2023, allowing it to increase enrolments.The current strengths at senior level in vocational education and its Sports Academy to be supplemented by a broader offering of VCE subjects for its growing student cohort.Our Vision and Mission is to create a school that;
Is a true learning communityIs a safe, calm and happy environmentIs a place students wish to attend, staff want to work and parents feel welcomeFulfills student potential, andPrepares students for life beyond schoolOur current enrolment sits at over 500 students with an SFOE of 0.566.
We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many Senior students travelling in from further afield.
Our current staffing profile consists of an Executive Principal, three Assistant Principals, six Leading Teachers, four Learning Specialists, 38 Classroom Teachers and 24 Educational Support staff.
We are a medium sized College serving a culturally and ethnically diverse community.
Our size enables us to know every student and offer a range of programs that are more commonly found in a large school.
Our 2022 to 2026 Strategic School Plan goals are to:
Maximise each students achievement and learning growth, andMaximise each students wellbeing and engagement in learningOur Values of Achievement, Care and Equity underpin all our work.
Our curriculum programs privilege Literacy, Numeracy and Health.
Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus learning skills underpinned by the Victorian Curriculum in Years 7 to 10.
Our Senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success.
The College has three Centres of Excellence that enrich and extend the curriculum.
These are;
Sports PerformanceArts and PerformanceTechnology InnovationAs one of the largest school-based Registered Training Organisations in Victoria our Senior students can access the Hallam Valley Trade training Centre which provides a wide range of applied learning courses on site.
Our evidence-based approach to learning and teaching is informed by the work of John Hattie, Dylan Wiliams and Richard Elmore.
Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model.
Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classroom visits.
Our work with students is framed by the Response to Intervention model.
The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support.
Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.
Selection CriteriaSC1 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.RoleThe 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.
ResponsibilitiesThe 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 ApplyTeachers 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.
Child Safe StandardsVictorian 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.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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