Job Roles & Responsibilities

Job Title

Roles & Responsibilities

Graduate Teacher

Role:

The primary focus of the Graduate Teacher also called 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.

Responsibilities:

Planning and implementing a range of teaching programs or courses of study
Teaching an area of the curriculum or a general curriculum to a year level
Monitoring, evaluating and reporting student progress in key learning areas
Implementing strategies to achieve targets related to student learning outcomes
Maintaining records of class attendance and recording student progress
Implementing effective student management consistent with the school charter.
Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities:

Supervising a range of student activities including support and welfare programs
Contributing to a range of co-curricular programs

Who May Apply - Graduates:

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:

have completed their course requirements and graduated in the last 4 years, and
not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

Classroom Teacher

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 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.

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.

Responsibilities

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.

Lead Teacher

Role:

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

Responsibilities:

Sub school Leadership:

Lead and build the capacity of coordinators and teachers to create a safe, inclusive and respectful Senior school learning community, based on high expectations.
Establish consistent expectations for behaviour, participation, and effort across the school.
In consultation with the Assistant Principal/Principal, develop a team identity and culture and promote this culture through celebrations and a range of activities that promote student voice and agency.
Work in collaboration with other Sub School Leaders to ensure consistent implementation of school policies and processes.
Ensure a smooth and supported transition into Junior school and/or from Junior to Senior school through proactive relationship-building, communication, and transition processes
Lead early identification and intervention strategies to support student learning and engagement.

Student Learning:
Model effective and exemplary teaching and learning strategies in the classroom
Lead and model the implementation of key school improvement strategies in learning and wellbeing, including SWPBS routines, VTLM2.0 and Curriculum/Assessment design processes.
With the School Leadership team lead the collection and analysis of whole-school data from Panorama and other sources (NAPLAN, PAT, Teacher Judgments etc.), and utilise this data to drive improvement in engagement and learning outcomes across the School.
Support teachers across Junior school in analysing and using data to inform instruction, including pre and post testing, implementation of improvement and differentiation strategies and moderation of student work to monitor and maximise student learning growth.
Facilitate, in conjunction with the Assistant Principal/Principal and Sub-school team Meetings, relevant Professional Learning, school staff Induction, Student Orientation and Transition programs

Targeted Intervention & Support

Identify students at academic, engagement, attendance or wellbeing risk using school-based and external assessment data, teacher feedback, and wellbeing indicators.
Design, implement, and monitor individualised or group-based interventions.
Lead collaborative development of Individual Education Plans, Behaviour Support Plans, and re-engagement strategies with staff, students, and families.
Track progress of students receiving interventions and regularly review effectiveness through data analysis and feedback.
Student Engagement, Pathways & Wellbeing

Research and initiate new programs targeting improved student behaviour and performance.

This may include enrichment, and social/emotional programs
Monitor reporting and promoting student engagement in the school
Collaborate with careers and pathways staff to ensure students begin to develop an understanding of careers and pathways.
Support the relevant school staff in the planning and implementation special activities e.g., Incursion; Lunch time clubs.
Co-lead students in goal setting and progress interviews in response to their individual data to promote student agency and build motivation.

Whole School Leadership

Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
Contributing to the overall leadership and management of the school
Contributing to the development of proposals for school council consideration
Other duties as allocated by the Principal

Job Roles & Responsibilities

Job Title

Roles & Responsibilities

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