Address
Form of workLocation: Gippsland | Warragul
Job type: Full time / From 08/05/2023 - 07/05/2030
Organisation: Education and Training
Salary: Salary not specified
Occupation: Teacher
Reference: 1337479
Selection Criteria
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.
Role
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.
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.
Responsibilities
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.
Who May Apply
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.
EEO AND OHS Commitment
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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au
Child Safe Standards
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
DET Values
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
Other Information
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
Conditions of Employment
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
VIT LANTITE
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.
Location Profile
Warragul Regional College is a medium sized rural secondary college catering for 800 students in years 7 - 12.
The College is set on 50 acres of beautifully landscaped gardens and as it is sited on one of the highest points of the township, the College is known as the School on the Hill.
Warragul Regional College has a proud history and celebrated its centenary in 2011.
The school provides a wide range of curriculum options to cater for its students. Students are encouraged to develop personalised learning with a focus on pathways, differentiation and extension. Students can choose elective subjects from year 8 onwards, with aspirations rather than age being the driver of choice. Our curriculum is informed by student choice and curriculum is developed to suit.
Students are empowered to undertake personal growth through goal setting and development of personal management skills.
Coupled with these things is our understanding of the workforce needs of local and future industry. The school is able to provide our students with access to high quality trade educational facilities and cutting-edge equipment. To further support our strategy, the school has recently completed and opened $5.3m state of the art STEAM Centre
The school is the lead for the West Gippsland Trade Training Alliance, which among its assets boasts a Trade Trading Centre delivering Vocational Education Training (VET) to our students. Access begins at year 9 and goes through to apprentice training in newly renovated facilities on the college campus. The Trade Training Centre plays a lead role in both our VCAL and VET pathways streams.
To support the rural community, students are also offered a pathway into agriculture. This utilises extensive horticultural facilities available on site. This enables hands on learning in all aspects of agriculture with a new emphasis on horticulture.
The school also provides students access to a wide range of sports with well maintained fields catering for all major sports complimented by a very well equipped gymnasium.
Warragul is 100 kilometres east of Melbourne in one of the fastest growth areas of the State. Warragul is ideally situated for water, snow and hiking activities that students can readily access. The education market is highly competitive, there are 8 secondary schools (including government and independent) with in a 20 km radius of the college.
Our Vision
Our vision statement was developed with input from all our stakeholder groups. As such, it is a vision that reflects our collective beliefs.
“Warragul Regional College will be the school of choice for our community because we develop talents, nurture curiosity and empower individuals to follow their passion.
To do this, we will become more like a garden than a factory - we will nurture learning experiences suited to each student.
We believe that learning is growing.”
Our Values
The College has four key values (CARE):
Community: We take care of each other
Achievement: We strive for excellence
Respect: We respect people and property
Effort: We work hard
We expect all members of our learning community to demonstrate these values every day.
At Warragul Regional College we believe that `learning is growing', and that all students should progress in the growth of their learning regardless of their (individual) starting points.
We define learning as being actively involved in the process of acquiring, understanding and applying knowledge and skills.
We believe that good learners:
show passion and motivation
practice and persist
challenge themselves and explore possibilities
reflect and evaluate
learn with and learn from others
