Maths Teacher

Rutherglen High School is situated in Northeast Victoria servicing the townships of Chiltern, Rutherglen, Springhurst and Wahgunyah and the surrounding farming communities. The February enrolment in 2023 was 310. Approximately 59% of students travel by bus and a small but increasing percentage of students live over the border in NSW.

The school provides a challenging and balanced comprehensive curriculum with flexibility to meet the needs of each student. All students are able to participate in an environment which values and respects their achievements. Students are expected to display a commitment to improvement of skills and knowledge, develop self-discipline and initiative and respect themselves, each other, the staff and their environment.

Rutherglen High School employs 2 Principal class officers, 28 teaching staff as well as several Instrumental Music Teachers and 12 Educational Support staff with a number of these being employed on a part-time basis.

Students in Years 7 and 8 study a core curriculum based on the Victorian Curriculum. This involves courses of study in the Arts, English, French, Mathematics, Health & Physical Education, Science, Humanities and Technology.  Year 9 students are able to select from a range of electives and also participate in the Future Makers program as well as experiential learning through school and community based projects. In Years 10 ¿ 12 student can select from a range of VCE units, VCE Vocational Major and the Victorian Pathways Certificate, Vocational Education and Training (VET) and School Based Apprenticeships & Traineeships (SBATS).  An Applied Learning program operates at Year 10 for students with a vocational pathway in mind.

The school provides a wide range of extracurricular and enrichment programs including: excursions, inter school sport, debating, public speaking, annual musical production, instrumental music, VCE workshops and lunchtime activities. The school also operates a variety of year level camps based around a specific theme or skill set.  These activities foster the qualities of leadership, initiative, independence, self-confidence, self-esteem, problem solving, decision making, resilience, team work and social skills.

The school is located on 13.95 hectares of land and provides an attractive and stimulating environment for students and community use. There are excellent outdoor sporting facilities on site including the Rutherglen High School Community Centre. The school is close to all other sporting facilities in the town, including the Shire swimming pool, and enjoys close cooperation from all sporting bodies. Students in the school have an outstanding record in interschool sport.

School Council is committed to continually upgrading the buildings and grounds. A particular emphasis is placed on upgrading resources to keep abreast with changing technology. A very successful BYOD program operates with over 90% of students participating. In 2012 $1.6 million was expended through the Trade Training Centre program to upgrade the food, wood and metal facilities and support teaching of VET subjects. The $1.6 million STEM centre was completed in October 2018. It features teaching spaces which can be quickly re-configured to support a variety of group sizes and teaching and learning approaches.

There is a very effective welfare and student management policy in place, supported by year level co-ordinators and a Student Welfare Co-ordinator. The school also has the services of a School Nurse and a doctor through the Doctors in Schools initiative. A Careers Advisor is available to help students make appropriate choices in school and beyond. School Captains, House Captains and the Student Representative Council foster student participation and responsibility.

Parental involvement is welcomed and high value is placed on the home school partnership. The school encourages and enjoys strong links with the community.  Rutherglen High School is a vital and active educational institution. It provides a caring, orderly, and disciplined environment in which learning can flourish and be enjoyed.

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

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.