VCE Music Contemporary Performance Units 3 and 4 Teacher

Virtual School Victoria (VSV) is the state's leading virtual school, offering 280 semester based courses online, including VCE subjects. With an annual enrolment in excess of 7000 students from Foundation to Year 12, VSV is the largest state government school in Victoria. Around 2700 students are enrolled full time, while around 4300 students, most in Year 11 and 12, complete subjects with VSV while based in other schools.

We provide education to:

• school based students who do not have access to the courses they need in their own school
• children and young people with chronic physical and mental health circumstances that make it difficult for them to attend mainstream schooling
• young people involved in elite level sports and performing arts
• children and young people who are travelling within Victoria, around Australia or overseas
• young adults wanting to complete their education in a way that they find engaging
• remote, rural and regional children and young people who, due to distance, cannot attend a local school

In addition to offering a host of teaching and learning courses approved by the VCAA, our specialist teachers provide students with individualised learning and support. VSV teachers are dedicated to building the confidence and resilience of each and every student. Like any school, our teachers regularly support and interact with students, but they do so in a different way to most schools: they do so virtually.

The Learning Advisor role is undertaken by all teachers as a core element of their teaching position at VSV. The overall aim of the role is to connect with and encourage students to belong to the VSV school community in order to optimise their student engagement, learning and wellbeing outcomes. Building positive relationships with students, their family support network and, where appropriate, their health practitioner, in an encouraging, friendly and supportive manner is crucial when teaching in a virtual school. The Learning Advisor role also involves team teaching the Social & Emotional Learning (SEL) program to students in Year 7 to Year 10.

VSV's four core school values of Growth, Empathy, Respect and Collaboration guide our vision and underpin our interactions with students, parents/carers and staff. VSV is committed to providing a supportive and inclusive learning environment using a trauma informed approach based on the Making SPACE for Learning model. SPACE is an acronym for the 5 basic principles of trauma informed practice at VSV. These elements help teachers respond to the needs of all students but especially for those who have experienced trauma.

Learning and Teaching at Virtual School Victoria is informed by the Pedagogical Model for Online Learning and Quality Assurance Frameworks for Course Development and Teaching Online. A recent School Review confirmed our pedagogical model and quality assurance frameworks strengthened the school's role as a system leader and built on our goal of consistently providing high-quality and targeted teacher practice. Authentic, real time, interactive learning is a key to teaching at VSV. Teachers develop engaging learning materials and utilise VSVOnline, our Moodle based Learning Management System, to create synchronous and asynchronous collaborative teaching and learning opportunities for students.

VSV students learn by taking part in online collaborative and interactive activities, communicating and interacting with other students and by receiving personalised support and feedback from their teachers. Students participate in active learning targeted to their needs. Teachers use purposeful ongoing assessment strategies to ensure continuous student progress. Data forms an important component in this process and guides personalisation and changes to student learning programs.

Our vision is to see VSV as a system leader in online, virtual and blended learning: sharing our knowledge and expertise, and leading system conversations around digital learning. VSV aims to lead a community of practice that will evolve and strengthen digital learning in Victoria, and positively influence and support other schools to develop in this space.

Selection Criteria

• 1. Demonstrated Expertise in Curriculum and Responsive Teaching
  • Comprehensive Curriculum Knowledge: Possesses a high level understanding of the relevant curriculum, including effective strategies for integrating literacy and numeracy skills across learning areas. This includes specific expertise in adapting content and delivery for flexible online learning environments.
  • Addressing Diverse Learning Needs: Proven ability to identify and respond effectively to diverse student learning needs. This extends to a demonstrated capacity for addressing emerging educational needs and priorities at a school wide level.
• 2. Expertise in Designing, Delivering, and Evaluating High Impact Learning Programs
  • Demonstrated high level expertise in planning for and implementing High Impact Teaching Strategies (HITS), with a deep understanding of how students learn in diverse settings, including flexible online learning environments.
  • Proven ability to create engaging learning experiences that foster student success.
  • Demonstrated experience in leveraging a range of existing and emerging technologies to effectively support learning and engagement in online instruction.
• 3. Expertise in Student Assessment, Data Analysis, and Feedback
  • Demonstrated high level expertise in monitoring and assessing student learning, coupled with proficiency in frequent and ongoing assessment of student progress.
  • Strong capability in using data from various assessments and other sources to inform and modify teaching practice, effectively guiding student learning.
  • Proven experience in providing clear and constructive feedback on student learning growth and achievement to both students and parents.
• 4. Cultivating Supportive Learning Environments and Collaborative Relationships
  • Demonstrated high level competency in the creation and management of learning environments that are supportive, safe, and engaging for all learners.
  • Significant experience in modelling, guiding, and encouraging ethical, safe technology use among children and young people.
  • Demonstrated interpersonal and communication skills, along with proven experience in establishing and maintaining collaborative relationships with students, parents, colleagues, and the broader school community to support student learning, agency, wellbeing, and engagement.
• 5. Commitment to Professional Excellence and Departmental Values
  • Demonstrated behaviours and attitudes consistent with Department values, underpinned by a proactive approach to reflecting on practice and engaging in ongoing professional learning to continually improve the quality of teaching.

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 programme 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 . click apply for full job details