Classroom Teacher

Terang College is a Foundation-12 school situated in the rural town of Terang, we are 220km West of Melbourne and 45km East of Warrnambool.  The school consists of three sub schools: early years (Foundation to 4), middle years (years 5 to 8) and senior school (years 9 to 12).   Currently, the College has around 50 staff members, comprising of Principal class (Principal and two Assistant Principals), one Learning Specialist (curriculum development), two Leading Teachers, Business Manager, Teachers, Education support, and Wellbeing staff. 

Terang College has an enrolment of 260 (2023).  The has a long tradition of academic excellence and a very broad co-curricular program fostering the development of the whole person. 

In July 2023, Terang College successfully amalgamated our P-4 and 5-12 campuses to create a unique learning hub with the local kindergarten and the P-4 Campus of the Hampden Specialist School also located at the Strong Street campus site.  The College has had several facility upgrades including a comprehensive Science/Technology Building, Primary Centre, and a Learning/Library Hub, as well as a Trade Training Centre.

The motto of Terang College, `Together We Grow¿ identifies aims of growing through a co-operative and sharing approach to developing each child. Terang College fosters and encourages:

·         students to reach their maximum potential in all areas of endeavour.

·         the development of positive interpersonal relationships between students, teachers, parents, and wider community

·         effective communication to provide a safe and secure environment with appropriate challenges and experiences to enable all children to reach their maximum potential.

·         the development of skills, characteristics and positive attitudes which will enable students to become valuable citizens in our community and society.

The College promotes personal development and self-esteem of each student, and the development of courteous, articulate, and thoughtful attitudes is encouraged.   The values of Respect, Responsibility and Pride are taught, modelled, and nurtured. The College pedagogy and programs aim to foster tolerance and respect of others as well as respect for the local and global environment but most importantly a respect for themselves in their learning and growth.

College Council promotes an expectation for parents to uphold the goals of the College and encourages their involvement in the education development of their children.  Opportunities are made available for parents to participate in curriculum and College policy development through such groups as the Parents Association as well as sporting days and excursions.

The College has invested in the Professional Learning Communities¿ approach to work in collaborative teams to transform the way we work to improve student outcomes.  The College has a major emphasis on academic rigor and high expectations but overriding all others is the wellbeing of the students, staff and parents and ensures they become confident, contributing members of their communities.  The College¿s comprehensive, challenging academic curriculum encourages a strong work ethic.  The students are polite and hardworking which has translated to either good VCE results that maximise students¿ tertiary education options or numerous career opportunities for students and respect within the Terang and District community.

SC1    Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2    Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.