Humanities Teacher

Chaffey Secondary College is a Year 7 to 10 co-educational College with a 2023 enrolment of 700 students, located in the centre of the city of Mildura. The majority of students transition to Mildura Senior College for Years 11 & 12. Students are drawn mainly from four local government primary schools in Mildura with other enrolments coming from other government and non-government schools in Victoria and southern NSW. 
The college's SFO of 0.635 is indicative of the student cultural diversity which includes Indigenous and students from Tonga, Samoa and Turkey, along with an increasing population of new arrivals from Afghanistan, Iran and other Middle Eastern states.

Our college has redefined itself around our vision of High Expectations for all with a focus on:

• Excellence in Teaching and Learning
• Building Authentic and Respectful Relationships
• Creating Effective Community Partnerships

This is driven by our purpose statement which is:
To grow all of our young people academically, socially and emotionally, to be proud of themselves, the school, and the community in a safe and inclusive environment. 
We will achieve this through our values of 
Respect, Inclusion, Pride and Responsibility (RIPR). 
These are the values that we live by and will operate on each day. They will be the focus of how we run our school, classrooms, outdoor areas and community interactions. They underpin our rewards systems and our behaviour modification systems.

Chaffey Secondary College is on a continuous improvement journey with a key focus on student growth in learning and establishing school wide positive behaviour systems. We are a visible learning school embracing the work of John Hattie which is informed by data to construct our instructional model. 
We are a visible wellbeing school embedding the SEARCH framework by Professor Lea Waters as our language of wellbeing.

The College's curriculum and its supports are designed to meet the specific developmental needs of students as they progress from a core Middle Years program to the Later Years program where there an increasing capacity to select electives and pathway programs, including VET, VCAL and VCE Unit 1 & 2 for some subjects. Students are encouraged to achieve their personal best in their studies, and are assessed against the Victorian Curriculum. In addition, the College provides a range of extra-curricular and after school programs to support, challenge and enrich students. 
Chaffey Secondary College has a SEAL (Select Entry Accelerated Learning) program and is a member of the SEAL Academy as one of only 40 accredited schools in Victoria and is the exclusive provider of the program in Sunraysia. 
The college provides a Flexible Learning Options (FLO) program to support students at risk. This program enables students to undertake an individualised program tailored to their educational, wellbeing and mental-health needs. 
The Clontarf Football Academy was introduced in 2010 with mentoring and an engagement activity that supports Koorie boys has been highly successful. A similar program has been established for Koorie girls, Stars Academy. Both programs aim to develop aspirations for opportunities beyond school.

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

Applicants are asked to ensure their application:

• Contains a response to the selection criteria, up to date CV and list of at list 3 current referees with contact details (phone and email).
• Each Key Selection Criteria Response should be no longer than 1.5 pages in length.
• The application should be uploaded as one single document with KSC response, CV, referee list and cover letter.

• 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

Relocation allowance of up to $3,000 and school based financial incentive of $5,000.  Conditions apply please contact for details.

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.