Selection Criteria 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. 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 practicerif;"> As a college, we understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community.¿¿We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups. CURRENT STRATEGIC FOCUS Presently the major focus for staff is to develop classroom curriculum and pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students.¿¿The objective is to teach each student¿s point of need, regardless of where they on the learning continuum. This, alongside the development of whole-school frameworks and implementation of the Berry Street Education Model are key components of our Annual Implementation Plan. LEADERSHIP TEAM STRUCTURE The current College Leadership Team profile currently consists of the Principal, 5 Assistant Principals, 3 Sub-