| Furlong Park School for Deaf Children is a Victorian Government co-educational school providing educational programs for children with a permanent, bilateral sensorineural hearing loss for students from the Northern and Western regions of metropolitan Melbourne and the rural fringe.We are situated in Sunshine North and provide programs for children aged from 3 years in the Early Education Program up to the completion of Year 6 in the school. Our current enrolment is 80 and this has increased recently. Most children travel to the school by buses provided through DET.We provide specialised bilingual-supported (Auslan and English) programs in our Early Education Program which follow the principles of Early Childhood Education. Our bilingual (Auslan and English) school program is based on the approved Australian and Victorian curricula, including Victorian Early Years Learning Developmental Framework and the Victorian Curriculum. Every child attending Furlong Park School for Deaf Children has an Individual Learning Plan developed by teachers and parents in partnership, and informed by assessment through the ABLES (Abilities Based Education and Learning Support) to identify student strengths and needs and to plan for incremental development.We recognise diversity and individual differences in cognitive, emotional, social and educational growth, gender, culture, background and lifestyle, and aspire to provide a bilingual (Auslan and English) and bi-cultural program that offers exposure to the language, cultures, values and attributes of both Deaf and Hearing communities.Staffing at Furlong Park School for Deaf Children consists of 14 teachers and 12 Educational Support staff, including Speech Pathologists. Teaching staff, Auslan Support staff, Educational Support staff and Speech Pathologists work closely together to develop the educational outcomes and language and communication skills of each child.Early Education Program values and supports principles of Early Childhood Education.The School actively implements school wide Positive Behaviour Support which positively re-enforces our four (4) school values: I am a Learner, I am Safe, I am Responsible and I Care for Others. |
SC1 Demonstrated understanding of initiatives in student learning including the Standards, 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 and/or the Victorian Early Years Learning and Development Framework.SC2 Demonstrated understanding of how students learn, effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.SC3 Demonstrated capacity/ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.SC4 Demonstrated high level interpersonal, face to face and written communication skills including capacity/ability 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 to continually improving teacher quality through the application of knowledge, skills and expertise derived from ongoing commitment professional development and learning. SC6 Teacher of the Deaf qualification or evidence of working towards the qualification is desired. Ability to communicate effectively with both adults and students using Auslan is desirable
As we are a small specialist school, this role requires the successful candidate to have the capacity/ability to contribute to specific sectors in our school such as the Early Years and/or School Based Programs and/or Auslan specialist roles.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.
|Who May Apply|
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.
|EEO AND OHS Commitment|
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.
|Child Safe Standards|
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
|Conditions of Employment|
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx