German Teacher (Classroom Teacher)
Macleod College is a P-12 school with an enrolment of 520 students, (Prep-6, 100, Year 7-12 420). The College has over thirty feeder primary schools, drawing many students for whom Macleod is not the closest school. Student data shows families from 42 language backgrounds, predominantly English. It has 57 equivalent full time staff; 2 Principal Class, 40 Teachers and 10 Education Support Staff. The Student Family Occupational Index (SF0) of 0.53 and Language Background Other than English index (LBOTE) of 0.29 give a picture of a culturally diverse school population.
The core values of the college are formed from the title RESPECT: Responsibility, Equality, Strive, Pride, Excellence, Connectedness and Trust. These values underpin the way all elements of the college work together, and they are constantly developed, celebrated and highlighted.
College facilities have been enhanced with the completion of a new building for Years 3-6 and major refurbishments in other learning areas. Open learning spaces are used alongside traditional classrooms, notably at Year 9, allowing for flexibility in teaching and learning styles.
The college has a strong improvement focus and which has seen an important shift in the way teachers work, with far greater emphasis on the use of data to inform their practice and the implementation of differentiated teaching and learning strategies. Teachers work as part of professional learning teams, refining and developing their approaches in order to maximize student outcomes. Other organisational structures within the college include a school improvement team, leadership team, consultative committee, and school focus groups that provide opportunities for dialogue and debate on a range of issues.
The curriculum program is sequential from Prep to Year 12 and is based on the eight key learning areas. An integrated approach to curriculum delivery is implemented in the Early Years, and in the Middle Years students study a combination of integrated and core subjects. Additional elective subjects, designed to meet the students’ special needs or interests are offered at Years 9 and 10. Students in years 11 and 12 have the opportunity to undertake either VCE or VCAL, both of which are supported by a large number of VET studies available through the Northern Metropolitan VET Cluster. The curriculum is extended by German LOTE programs, an active student leadership program, peer support, Wellbeing and Positive Education, and extensive camps and excursions. International students and exchanges with our German sister school provide unique opportunities for travel and cross-cultural learning experiences. The College also offers a wide range of extension and enrichment programs.
The college has established the Macleod College Music Academy. This program provides a wide variety of learning and sharing experiences by connecting students, parents, staff and community members through the medium of music (tuition, performance and celebration).
Started in 2016, the Intensive English Language Centre (IELC) was open to assist newly arrived students to Australia establish a grounding in the English Language.
Macleod College understands the importance of ensuring our students with relevant curriculum building an enthusiasm for learning and essential skills to be adaptable, resourceful and flexible thinkers. Our BYOD model allows students and parents to choose their own learning device.
Macleod College strategic plan is focussed on the following improvement goals:
- To increase personalisation of learning, supported by the use of digital tools at school, at home and in the community, so that students learning growth is above benchmarks as evidenced through NAPLAN data, and a 21st century skills program at years 5 to 12.
- To improve VCE predicted study scores so that they are above state benchmarks as evidenced through VCE data analysis
- To build high levels of leadership and collaboration within the College, between the College, other schools and education services and community partners.
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.
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
Macleod College has a strong German program and provides a rich experience for students. The German team works on delivering a language program from Foundation to VCE, focus for this role would be in the secondary school. Students, teachers and staff have the opportunity to get involved in the German Christmas Market held in July on alternate years. As a German teacher you will have the opportunity to be a key part of this successful community event. Macleod College also has strong ties to German sister school - Geschwister-Scholl-Gymnasium, Düsseldorf Germany where students and teachers go on a Study Tour every two years.
Please submit your Curriculum Vitae and responses to the Key Selection Critieria along with a copy of your current VIT card.
Interviews will be held remotely. If you are successfully shorlisted, you will be contacted with further details.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
To view and apply for this job on the web visit: