Address
Form of workDear Applicant,
Thank you for your interest in the advertised position at Warrnambool College. At a time of exciting growth and continuous school improvement, this is an excellent opportunity for a highly motivated, dynamic professional to be part of our team.
At Warrnambool College we achieve success through persistence, resilience and mutual respect.
The College values are:
Resilience, strength, mutual respect, courage, trust, global learners, honesty, accountability and persistence. Our moral purpose to improve educational outcomes and opportunities not just for our students, but for every student. Based on this ethos we promote the ideal that every Warrnambool student should thrive.
School profile
Warrnambool College is a Year's 7-12 secondary school situated within parkland in the eastern area of the city of Warrnambool. Students from the City of Warrnambool and the surrounding rural districts attend the school which has a stable student population of more than 1200 students with boys and girls in approximately equal numbers. Our staffing profile of approximately 150 members includes 3 Assistant Principals, 20 Leading Teachers, teaching and education support staff, wellbeing team members and a separate reengagement staffing complement.
Warrnambool College strives to provide quality pathways for all students.
School values, philosophy and vision
The primary aim of Warrnambool College is to prepare students for life as active, happy, healthy citizens. We provide opportunities to develop the academic, social and personal skills which will allow them to participate in and contribute to the community as competent and informed global citizens. Our College recognises and strives to meet the individual needs and educational requirements of all students.
We make a strong commitment to child safety and consider this the duty of all child related staff workers.
Warrnambool College offers an educational program which is diverse and interesting and allows students to experience success in an environment which is safe and supportive. We are innovative in curriculum development and always look to provide a contemporary, relevant program. This practice is reflected across the College as a whole and all teaching staff take part in Professional Learning Teams. The daily structure of the school operates on a four-period day; each period consists of 70 minutes.
The Warrnambool College Way outlines the school¿s vision and values. This is integral to the work that we do and is the foundation of our school community. Students, staff and members of our school community are encouraged to live and demonstrate our core values of respect, integrity and kindness at every opportunity.
Our school's vision is to empower students to reach their personal best, and fully equip them to contribute positively to society as happy, healthy young adults. Our narrative is to work towards 'Every Warrnambool student thrives'. Our value statements are Persistence, Resilience and Mutual Respect. These are embedded into our SWPB framework, student management policies and Attitude and Effort reporting structure.
Student Welfare:
Warrnambool College has a student welfare structure which is based upon the organisation of students into six House Groupings. Each House has a House Leader supported by two Assistants. There is a strong focus on Pastoral Care. Our College Wellbeing centre encompasses our Wellbeing coordinator, Student Counsellors, `Big Life¿ program coordinator, School Nurse and Speech Pathologist who all play a vital role in caring for students at all year levels. Warrnambool College has a commitment to zero tolerance of child abuse and safety of children with a disability, from Aboriginal or Torres Strait Islander backgrounds and students with diverse sexual and/or gender identification.
Parent Involvement:
The College prioritises communication with all families through a range of mediums including the online communication tool, Compass. Parents and guardians are encouraged to become involved in College activities and the education of their children in all areas of the curriculum. Opportunities exist for parents and guardians to contribute at the policy-making level via our College Council and its various sub-committees.
Education Programs:
In Years 7-10 students are able to participate in studies from all areas of VicCurric and where applicable the Australian Curriculum. At Year 7 there is a common curriculum which aims to develop the students' competence in literacy, numeracy, the arts and technology as a foundation for success in future studies. In Year 8 students continue with the core curriculum, whilst beginning their elective journey in the technology, the arts and languages area.
In Year 9 students participate in PhoenIX which has student centred inquiry-based learning at the heart of this innovative program. At Year 10 students enjoy an extensive program of semester units which provide diversity, challenge and the opportunity to pursue studies of particular individual interest. The VCE timetable aligns with Year 10 units allowing for advanced study if desired. Students are also able to participate in educational extension and enhancement programs in addition to their normal studies. Students interested in vocational education can opt into the VCAL foundation stream, with the opt-in option of VET being included in their timetable.
The College is accredited to teach the SEAL program and is a founding member of the academy of accredited SEAL schools. Students who enter this gifted and talented program must complete testing in Year 6.
In Years 9 and 10 students are introduced to the broad range of services available from the Careers Centre and they are encouraged to use this facility in planning for future studies or in preparing for entry to the workforce.
The College also has a select entry Sporting Pathways Program. Students enter this program via an application process and successful completion of peak fitness and physio testing. The SPP program runs from year 7-10.
Student achievement at the VCE and VCAL level is outstanding at Warrnambool College. An extensive range of units are offered from mainstream academic studies through to Vocational Education and Training courses in areas such as Automotive, Building, Community Services, Engineering, Electro technology, Beauty, Plumbing, and Hospitality.
The College offers the Victorian Certificate of Applied Education at the Foundation, Intermediate and Senior level. Our College recognises the diverse needs and aspirations of senior students and offers a curriculum that maximises their opportunity for entry into further studies, apprenticeships or career paths.
A thorough careers counselling process is a feature of our school¿s program which is aimed at meeting the specific needs of each VCE student. Student success at the VCE level is a major objective of our College.
The School operates numerous specialist academies for students to participate in (sport, drama, music, arts, cooking). These academies train regularly and compete at both local and state level.
Students are encouraged to participate in additional College activities which include sport, instrumental music, Performing Arts, public speaking and debating, academic competitions and student leadership amongst others. Opportunities are provided for students to participate in extension programs which include work experience, camps and international language and cultural tours. The achievements of our students in academic, sporting and cultural endeavours have been widely recognised at local, state and national levels.
Warrnambool College has developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
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.
Core responsibilities include:
- 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 may include but are not limited to:
- Supervising a range of student activities including support and welfare programs
- Contributing to a range of co-curricular programs
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.
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
Time fraction is negotiable.
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.
Eligibility for incentive payments:
- The successful candidate is committing to a minimum of 1 year employment at this school
- The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
- The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
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.
