Literacy Teacher (Classroom Teacher)
MFG is a vibrant learning community that nurtures and serves the aspirations of our students. Surrounded by a supportive ‘sisterhood,’ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.
At MFG we have consulted with the school community – students, staff and parents/carers - to develop a set of eleven traits, behaviors and dispositions that we, as a school community believe, are important to foster in our students.
These 11 traits are:
MFG learners are able to articulate a core set of values and ethical principles, which they apply to their lives.
Kind, compassionate and trustworthy
Caring and respectful of others and themselves
Knowledgeable about learning and self-aware
Deep thinkers who are curious and creative
Resilient, adaptable and able to learn from mistakes
Hard-working, ambitious and confident
Able to respect and celebrate difference and diversity
Optimistic about the future
Responsible and active local and global citizens
Flexible collaborators, leaders and team members
Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. MFG is one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area.
While there is no formal alumni structure, a group of ex-students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever growing Facebook presence of past student groups and a College Alumni Facebook Page has been established. In 2016.
Our school is centrally situated within the business, arts and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a significant number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.
The student population incorporates a diverse range of cultures, socio-economic backgrounds and family blends. The Student Family Occupation (SFO) for the school is currently 0.49.
In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative ‘essential questions’. An Inquiry Based Learning approach to Teaching and Learning is at the heart of learning in Years 7 – 9.
A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs (VET/SBATs) and to VCAL (Intermediate and Senior).
MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS) , the only one in the State which is in an all-girls’ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9.
All students in Years 7 – 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions.
Instrumental Music is a key component of our school’s co-curricular Program. Students can learn percussion, drums, singing, woodwind, brass, guitar and keyboard at school. MFG is also the educational home of the Sweethearts, a highly talented and well known music group that performs frequently in professional contexts, nationally and internationally.
Since 2013 the school has been working with Deakin University to develop links between MFG and the Science and Engineering Faculties at Deakin. The focus for this development has been at Year 10 in 2013 and 2014. In 2015 – 2017 the focus is in Years 7-9. This work will links us to Deakin’s CADET facility (Centre for Advanced Design in Engineering Training) and enables MFG students to access that facility as well as Deakin’s expertise. We are also one of the partner schools with Deakin as part of Skilling the Bay: Successful STEM Schools - a program which focuses on developing teacher capacity, improving students’ Maths and Science learning outcomes in Years 7 and 8 as well as developing their interest and curiosity in STEM disciplines.
A community garden has been established and exemplifies our school’s recent permaculture focus of “earth care, people care and fair share”. This space is shared with Dial A Lunch. A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a number of environmental engineering projects.
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 ability to identify literacy issues, implement appropriate interventions and assist other teachers to improve their literacy pedagogy.
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.
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.
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 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.
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
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
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