AddressMount Rowan Secondary College is located in Wendouree, north-west suburb of Ballarat.
We provide a high quality education for year 7 to 12 students. We are the local secondary school for students living in Wendouree, Ballarat North, Invermay, Clunes, Creswick, Mt Blowhard, Miners Rest and surrounding areas.
Our whole school community follows our school values of Pride, Respect, and Excellence through Effort. We offer a broad curriculum in year 7 to 10 and VM and VCE to years 11 and 12 students. Students from year 10 to 12 can also choose a VET subject.
The school is structured around four vertical houses. All students and staff are associated with a House. Students are placed in a Home Group within their house and each Home Group is made up of students from year 7 to 12. We pride ourselves on welcoming and accepting all students and work diligently to meet their individual needs on an academic, social and emotional level.
All Mount Rowan staff celebrate learning with our students, not only academically, but guiding our students to be respectful citizens of the 21st Century.
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.
SC6 Demonstrated experience and knowledge in working with students who are funded under Disablility Inclusion (DI) and undestanding of the Disability Inclusion Profile (DIP) process would be highly regarded. Demonstrated experience in working with parents, carers of PSD students and SSS staff to support each student and applicaitons for funding of students.
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
- Lead & manage the work of the Learning Support team of staff
- Liaise regularly with the Disability Inclusion Co-ordinator and Manager of Student Wellbeing as required
- Be the key contact person for families with students accessing Learning Support
- Provide in-class support to funded students and their teachers
- Develop and publish timetables for all Learning support staff
- Gather evidence regarding adjustments to support Disability Inclusion Profiles
- Develop a timetable to facilitate student support for the DI student
- Hold regular meetings for teachers of DI students
- Lead integration aides in their work with students
- Be a support person for DI students and their families
- Organise and run SSG¿s ¿ must occur each term
- Develop Individual Learning Plans for all identified students in collaboration with staff
- Liaise with Year Level Coordinators and classroom teachers regarding DI students within their cohort
- Liaise with Koorie Education Support Officer (KESO) on support for indigenous students and the school¿s Koorie Mentor
- Support curriculum programs for DI students
- Support welfare issues and liaise with the Wellbeing team for DI students
- Provide support and professional advice in assisting students with individual learning needs
- Refer Learning Support students to appropriate agencies for additional support as required
- Liaise regularly with College Well-Being staff to ensure DI students are fully supported
- Liaise with the Careers Co-ordinator and other relevant staff to investigate best pathways for students.
- Maintain administrative materials for all Learning Support students
- Work with college Administration to ensure all information is entered into the PSDMS (Program for Students with Disabilities Management System) in a timely manner
- Support the later years team in writing applications for special provision in accordance with VCAA guidelines
- Be the contact person for `The Lookout Centre¿, overseeing the inclusion of students who are living in OOHC arrangements
- Maintain the Learning support centre office and other facilities
- Other duties as negotiated with the Disability Inclusion Coordinator
- Other duties as negotiated with the Principal
Other Information
Desired Skills:
- Strong literacy skills
- Strong collaborative skills
- Strong organisational skills
- Strong leadership skills
- An open-minded approach to problem-solving/challenges
An understanding of Disability Inclusion.
Days of the week can be negotiated.
- 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.
