Classroom Teacher - Generalist (See Other Information)

Located in the Inner Gippsland Area of South-East Victoria Region, Bass Coast College is a Year 7-12 multi-campus school of around 1600 students. The Dudley Campus (Years 7 to 9) and the Wonthaggi Campus (Years 10 to 12) are situated three kilometres apart. A second junior campus (Years 7 to 9) has opened San Remo, and our FLOW Campus in Wonthaggi provides individualised learning programs for students requiring specialised support.

Located in the rapidly growing Bass Coast Shire, the College is very proud to be the government secondary education provider for the area. It draws its students from nine feeder schools located in the Bass Coast Shire.  The College's zone encompasses a large rural and coastal area centred around Wonthaggi, Inverloch, Grantville/Corinella, Coronet Bay and Phillip Island.  Over half of the student population travel to the school by bus. 

The current staffing levels comprise approximately 140 teachers and 60 non-teaching staff.

Bass Coast College recognises that students have different needs, abilities, interests, and ambitions and that its students are drawn from a wide range of socio-economic backgrounds.  These differences are catered for through the development of a comprehensive curriculum that extends and challenges students to realize their full potential.  Sequential courses of study are provided for Years 7 to 10 in each of the Key Learning Areas. This is achieved using core units at Years 7 and 8, and a mixture of core and elective subjects at Years 9 and 10. With a large Year 11 and Year 12 student population, the College is able to offer a broad range of Victorian Certificate of Education (VCE) units and has a strong commitment to Vocational Education and Training (VET) programs.  A successful Victorian Certificate of Applied Learning (VCAL) program operates.

Our FLOW campus (Flexible Learning Options Wonthaggi) provides specialist programs for many `at risk¿ students. This includes an Outreach program that supports approximately 15 students each year who have extreme mental health conditions that place them ¿at risk¿ of non-participation. We also work with the two Wonthaggi primary schools to supply an intervention/transition program for chronically absent students in Years 5 to 10 (FLO Wonthaggi). In 2019 we introduced a Pre-CAL program to accommodate a number of `at-risk¿ students in Years 9 and 10. Mental Health support and Individual Education Plans are central to all work at this campus.

The College continues to develop its enrichment and consolidation programs. Students in Years 10 and 11 have the opportunity to accelerate through the VCE by taking higher-level units than is the norm for their age cohort.  A very successful select entry (SEAL) program operates on the Dudley and San Remo Campuses. 

College staff conduct a range of quality curriculum and co-curricular programs across all campuses.  The College has a tradition of student participation and success in the Performing Arts.  The College is the coordinating school for the South Gippsland Schools Music Program and currently has around 100 students involved in the program.  Bass Coast College regularly enjoys sporting success at local, state, and national levels.  An ADVANCE program (based on surf lifesaving) also operates in the College. 

The College is committed to the welfare of its students.  To this end, a Student Welfare Coordinator is attached to each campus, along with Careers counselling.  The staff are dedicated professional educators who place importance on quality teaching and professional development.  The College provides a caring, supportive environment whilst also encouraging teamwork, leadership, and a sense of belonging.  Students are encouraged to develop leadership skills through the Peer Support Program, the Student Representative Council and as elected student leaders.

Extensive recreational, sporting, and educational facilities are available.  These include gymnasiums, libraries, canteens, computer centres, theatrette/drama rooms, courts and oval or playing fields at each campus.  The College also enjoys access to extensive community recreational facilities, local beaches, and coastal reserves.

The extensive grounds and buildings are well maintained and attractive.  The College continues to focus on upgrading facilities and grounds, having made extensive upgrades across all sites.

In 2020, the College, transferred its Years 10, 11 and 12 programs to its new Senior Campus in McKenzie Street (Wonthaggi).  This project also included an extended three-court highball facility with extensive community facilities. The community facility is coordinated with our key partner, the Bass Coast Shire.

In 2022, the Minister for Education officially opened an additional junior Campus for our College in San Remo.  This exciting development coincided with extensive work from the staff who have overhauled curriculum offerings to support the significant organisational change across the College. A name change process was undertaken in the lead up to 2022, and the former Wonthaggi Secondary College is now renamed Bass Coast College, representing its expansion across the area, and the wider area where the young people it supports reside with their families.

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.

The Department of Education and Training 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.

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

This position will be based at the Flexible Learning Options Wonthaggi (FLOW) Campus

The Flexible Learning Option Wonthaggi campus of Bass Coast College is an alternative educational setting. FLOW aims to reconnect students who are at risk from disconnecting from education and supports students who may be impacted by a number of factors. This can include mental health, anxiety, complex behaviour regulation issues, neuro diverse students and those who present with complex learning needs. FLOW works to foster positive student emotional health, improve literacy and numeracy skills whilst supporting students to transition back to mainstream school or alternative pathway settings such as TAFE, apprenticeships, or employment.

 Core Values:

·         Respect (empathy, gratitude, equity)

·         Connection (to the campus, to the community)

·         Safety

·         (Embrace) Diversity

·         Personal Growth

 Mission Statement:

As an alternative education provider, our mission is to connect with and support young people to create individualised learning within a safe, supportive and caring environment.

 Vision Statement

We exist to nurture young people and equip them to realise their future potential.

• 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

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.