Mathematics Teacher (TFI 0168)

Warracknabeal Secondary College is a rural government school based in the prosperous country town in the heart of Victoria¿s wheat belt.  Due to the closest secondary college being at least 55 kilometres away, Warracknabeal Secondary College services an extensive rural community in the Yarriambiack Shire.  Warracknabeal has approximately 2,500 residents, which is situated 60 kilometres north of Horsham (population of approximately 18,000.)  The town is situated on the Henty Highway, by the gum-lined banks of the Yarriambiack Creek.  The town¿s name derives from an Aboriginal expression relating to the large red gums along the creek.  It is approximately a four-hour drive from Melbourne.

In 2023, we relocated to a new constructed school on the same site as the primary school and Special Developmental School. This is providing our students and staff with enormous benefits and opportunities. Our staff collaborate across the schools and we have the opportunity to provide a much more tailored learning program for our diverse learners.

Our vision is to build a learning community, based on respect, where we are able to fulfil potential in a safe, engaging and supportive environment. We reinforce our values of Respect, Resilience and Excellence within the School Wide Positive Behaviour framework and rewarding students with Young Achiever Awards for displaying these values. Our School Wide Positive Behaviour strategy is becoming embedded and supports our values and the acknowledgement of positive behaviours amongst our students. Being part of a close community, results in a strong relationship centred education, based on high expectations of behaviour and learning.

We have a strong and expert well being team consisting of the Principal, Assistant Principal, Student Engagement Leader, Inclusion and Diversity Leader, a Health Practitioner and School Nurse. This team supports our students and assists staff to do the same.

There are approximately 194 fulltime students enrolled.  Most of our students live in town with approximately 30% arriving by bus across five bus routes.  There is a strong sporting culture in the school with many students and staff playing at local clubs. Some of the sports offered in Warracknabeal include: Football, Netball, Basketball, Field Hockey, Tennis, Cricket, Golf, Table Tennis and Swimming.

There are currently 24 EFT (Effective Full Time) teachers, which includes the Principal, Assistant Principal, two Leading Teachers, rwo Learning Specilaists (Numeracy and Literacy) supported by 9 Education Support Staff.  We have a number of staff who are local to Warracknabeal or the greater region.

Warracknabeal Secondary College has a strong commitment to consistent teaching and learning practices based on HITS.  Warracknabeal Secondary College¿s 3 E Instructional model was implemented in 2020. We use data to inform our decisions, both at a strategic level and at a classroom level.  The school has clear expectations of student behaviour, creating a calm learning environment in classes.

ICT is embedded through the curriculum, as the school has a BYOD (bring your own device). We extensively use Xuno for sharing of information, communicating with and providing feedback to students and parents, as well as submitting work.

We are committed to a rigorous and diverse curriculum for those with academic and/or practical pathways.  Year 7-10 is based on the Victorian Curriculum.  English and Mathematics are core subjects.  Students also have the opportunity to do Music and Japanese. Students also have the opportunity to modify their timetable to support their individual pathway.

In the senior years we are committed to providing as many opportunities for our students as possible. We have small Year 12 classes and we support students enrolled in virtual classes or subjects by Distance Education where necessary.

For students following a practical pathway, we have a rigorous VM/VPC program (Vocational Major and Victorian Pathways Certificate), with strong links with the local community for work placements.  VET (Vocational Education & Training) is operated out of Horsham, which provides many opportunities to prepare for the workforce. 

Teacher housing is also available for a very reasonable rental.

This position is for immediate start, or at least at the commencement of Term 3.

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

• 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

This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments. Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.

Payments and support on offer, subject to eligibility criteria:

1. A commencement incentive payment (pro-rata for positions less than full-time) to the amount of:
   1. $25,000 (before-tax) if the position is for a school located within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas, or
   2. $50,000 (before-tax) if the position is for a school located within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
2. $10,000 (before-tax) annual retention payments (pro-rata based on 1.0 FTE), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.

Eligibility for Targeted Financial Incentive (TFI) program payments:

1. The successful candidate must be a new employee to this school.
2. The successful candidate is committing to a minimum of 2 years of employment at this school.
3. The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
   • Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met.
4. The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
5. The successful candidate does not at present ordinarily reside within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
6. Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment: The successful candidate will also not at present ordinarily reside within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.

For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').

Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's website at https://www.vic.gov.au/targeted-initiative-attract-more-teachers

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.