Company Info

Good News Lutheran College
Tarneit, VIC, Australia

Company Profile


Year 6 Classroom Teacher


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Job ID:

23288

Location:

Tarneit, VIC, Australia 

Category:

Schools/Teaching

Salary:

Dependent upon experience per year
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Job Views:

179

Post Code:

3029

Employment Type:

Full time

Posted:

10.10.2018

Listing Logo:

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Job Description:

Year 6 classroom teacher from Term 1, 2019
 
Good News Lutheran College, a growing school located in the rapidly developing western suburbs of Melbourne, is seeking to employ a full-time Year 6 classroom teacher in an on-going role from January 24, 2019.
 
As the College is well underway towards implementing the IB Middle Years program, MYP experience would be greatly valued.
 
Teachers are required to work collaboratively with parents and each other to provide a supportive environment where students can develop their areas of strength while embracing new and exciting opportunities. Emphasis is placed on the development of positive relationships and the promotion of sound values
 
The successful applicant must be willing to support the Christian ethos of the College.
 
 Position Description

Statement of expectations in support of the College culture  

Any enquiries about the position can be made to Charles Brass, Human Resources Manager on 8742 9027.  Applications should be forwarded via the Apply Now button before applications close on Monday, 22 October.

Job Requirements:

 Teacher
 
Role Description
 
September 2018

Position:Classroom Teacher
Responsible to:
Direct Reports:
Committee Membership:
Principal through the Heads of Schools
 
Year Level Teams, Pastoral Care Teams, Learning Area Teams
Position Purpose:Teachers are responsible for providing an educational atmosphere where students have the opportunity to achieve their best for intellectual, emotional, physical, spiritual and psychological growth. They are responsible for organising and implementing a learning programme that will result in students achieving academic success in accordance with the policies and procedures at Good News Lutheran College.
Key RelationshipsSenior
Head of School, House Leaders, Learning Area Coordinators, Curriculum Coordinators (MYP, VCE)
Middle
Head of School, Year Level Coordinator, Learning Area Coordinators, MYP Coordinator
Junior
Head of School, Pastoral Care Coordinator, Team Leader,
PYP Coordinator, Relevant Learning Area Coordinators
General Expectations:At Good News it is expected that each teacher will support the Christian ethos of the College. A good example for Christian living is to be given to children and parents by teachers’ words and actions. Where correction is needed this is to be given in a loving, caring manner and forgiveness is to be freely offered to children who err as God forgives each of us for Jesus’ sake.
The Christian Education environment offered and experienced by our community depends largely on the maturity and professionalism of all staff. Therefore, it is expected you will cooperate fully with the Principal, other staff and the College Council in adhering to the policies, teachings and fostering the ethos, culture and traditions of Good News Lutheran College
Skills, Experience and Attributes:Personal Skills and Abilities
  • Work with Staff and College Executive to maintain and develop a strong Christian ethos within the College
 
  • Work at or above standards established by AITSL and Lutheran Education Australia
 
  • High level of Self Awareness, Self-Leadership and Professional Conduct
 
  • High level of organisational and time management skills and the ability to work under direction and autonomously, as required
 
  • Take initiative
 
  • Establish effective working relationships with staff, students and parents
 
  • Communicate effectively, both orally and in writing
 
  • Manage and facilitate change
 
Knowledge
  • A proficient understanding of teaching and learning theories and practice, as specified by AITSL
 
  • Broad knowledge and understanding of the Australian Curriculum, VCE, where appropriate, and the philosophies behind the IB Programmes
 
 
Key Results Area (KRA)
  1. Knowledge of Student Needs and Classroom Practice
  1. Development and Documentation of Curriculum Programmes
  1. Assessment, Feedback and Reporting
  1. Data Analysis, Interpretation and Intervention Planning
  1. Professional Development
 
KRA A: Knowledge of Student Needs and Classroom Practice
Responsibilities and Duties
 
  1. Develop and implement a wide range of effective, inclusive teaching strategies that will allow improved learning outcomes for every student, including the use of digital technologies
 
  1. Create student groupings that are flexible to allow for exposure to the full range of learning experiences and growth
 
  1. Actively engage in the learning of students in the classroom or learning space, including moving around the space to work with students
 
  1. Engage with information about student needs available through SEQTA and Learning Enrichment to inform teaching and learning
 
  1. Ensure classroom practice reflects pedagogy of inquiry, experiential learning approach and other best practice pedagogy in line with IB expectations
 
  1. Create and maintain a classroom atmosphere that is inclusive, encouraging and allows each student to learn
 
 
 
 
 
 
 
 
KRA B: Development and Documentation of Curriculum Programmes
Responsibilities and Duties
 
  1. Maintain current and detailed knowledge of the curriculum
 
  1. Collaboratively plan Units of Inquiry/Study
 
  1. Complete unit plans in accordance with specified timelines
 
  1. Complete lesson plans and make available through SEQTA, prior to the lesson
 
  1. Modify lesson plans within units for pacing and content, as necessary, to meet the needs of student growth and progress
 
  1. Demonstrate both personalisation and differentiation within the learning programme taught
 
  1. Programme documentation demonstrates current best practice pedagogy, in line with IB expectations
 
  1. Work as a team to ensure effective communication about and development of learning programmes and curriculum documentation
 
  1. Allow programmes to be adaptable and flexible according to the needs of the College timetable and calendar
 
  1. Mange involvement in extra-curricular programmes to ensure minimal detrimental impact on student learning
 
KRA D: Assessment, Feedback and Reporting
Responsibilities and Duties
 
  1. Deliver all reporting data within provided timelines
 
  1. Develop of a range of Assessment Tasks, may include but not limited to tests which provide opportunities for students to maximise their achievement grades
 
  1. Ensure that assessments are marked and released to students and parents through SEQTA, in keeping with College requirements
 
  1. Clearly build formative assessment ‘as’ ‘of’ and ‘for’ learning into the learning programme
 
  1. Provide feedback that is personalised, timely and effective to inform future learning
 
 
KRA C: Data Analysis, Interpretation and Intervention Planning
Responsibilities and Duties
 
  1. Regularly collect student achievement and learning behaviour data which is then recorded within SEQTA
 
  1. In conjunction with the Team Leaders and Coordinators, use data to analyse student learning and behaviour and respond to trends identified
 
  1. Plan interventions in the learning programmes of students when data indicates a ‘gap’ in the desired and actual outcomes for students
 
  1. Have an ongoing understanding of the learning progress of each student that is informed by both formal and informal assessment, observations and classwork
 
  1. Undertake and document Intervention for student learning in accordance with National Consistent Collection of Data (NCCD) funding requirements as articulated by the Learning Enrichment Coordinator
 
 
 
KRA E:  Professional Development
Responsibilities and Duties
 
  1. Fulfil the requirements of their Professional Learning Plan in consultation with Director of Culture and Coaching
 
  1. Engage feedback processes with a growth mindset, seeking the opportunity to improve
 
  1. Engage in a range of professional development opportunities that take a range of forms such as professional readings, workshops, online courses, classroom observations, etc.
 
  1. Engage in classroom observations with Director of Culture and Coaching, Head of School or colleagues either observing or being observed, as required
 
  1. Communicate openly and honestly observing ‘above the line’ protocols during all coaching and feedback conversations
 
 



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