Classroom Teacher - Food & Technology

Government schools; Barwon Downs; On-site; AUD 70,000 - 90,000; Full time

Job summary

Colac Secondary College in Colac, VIC, is seeking qualified classroom teachers to join our team for Range 1 and Range 2 roles. You will plan, prepare and teach programs to achieve targeted student outcomes, reflect on practice, and contribute to school policies.

You will mentor student teachers and use data to inform teaching practice to improve learning growth and wellbeing. We value collaborative teaching, personalised student support, and ongoing professional learning to drive excellence in

Qualifications

• Demonstrated knowledge of the relevant curriculum and ability to teach literacy and numeracy.
• Experience in planning high-impact teaching strategies.
• Ability to monitor and assess student learning using data.
• Strong interpersonal and communication skills with families and colleagues.
• Commitment to professional learning and Department values.

Responsibilities

• Direct teaching of groups and individuals.
• Contribute to curriculum development and policy implementation.
• Model high-quality teaching and mentor student teachers.
• Use data to inform teaching and improve outcomes.
• Support student wellbeing and engagement.

Skills

Curriculum knowledge

Literacy & numeracy

Interpersonal skills

Data-driven instruction

Team collaboration

Job description

The Colac Otway Shire is a richly diverse area located two hours west of Melbourne. Colac Otway is one of the most picturesque municipalities in Victoria, covering a diverse area from volcanic lakes, craters and plains in the north, through the hinterland forests of the Otway Ranges to the Great Ocean Road coastline. Colac is the key industrial, commercial and service center for the shire and surrounding region with a population of 22,370. Colac Secondary College is the largest state secondary school in the shire. It is an important educational hub for the Colac township and surrounds.

Our core business at Colac Secondary College is student learning, and we have an unrelenting focus on achieving 12 months learning growth in 12 months for every student. We empower our students to aim and aspire for success and to achieve their individual educational pathways. We promote the development of emotional intelligence for every student so that our students are equipped to become respectful and responsible members of the community.

The College is committed to a school improvement focus that extends and transforms teaching and learning to promote high levels of academic achievement. Our teachers provide an inclusive and personalised program to meet the diverse range of student learning needs. A differentiating curriculum approach supports students in their learning growth.

We are committed to building students¿ potential for success and wellbeing through strong partnerships that emphasise all aspects of life that relate to the holistic development of a students¿ talents, interests, and goals. We pride ourselves in providing an environment that is conducive to each child achieving their personal potential.

Student wellbeing is seen as critical in empowering students with the social and emotional competencies to experience success and happiness in their lives. A comprehensive student wellbeing structure is in place throughout the College that focuses on student care. These teams coordinate a series of inclusive programs that build student self-worth, personal identity and relationships of mutual respect. We effectively monitor and compassionately support students at all levels of the College regarding their individual and collective wellbeing needs.

Location Profile

The Colac Otway Shire is a richly diverse area located two hours west of Melbourne. Colac Otway is one of the most picturesque municipalities in Victoria, covering a diverse area from volcanic lakes, craters and plains in the north, through the hinterland forests of the Otway Ranges to the Great Ocean Road coastline. Colac is the key industrial, commercial and service center for the shire and surrounding region with a population of 22,370. Colac Secondary College is the largest state secondary school in the shire. It is an important educational hub for the Colac township and surrounds.

Our core business at Colac Secondary College is student learning, and we have an unrelenting focus on achieving 12 months learning growth in 12 months for every student. We empower our students to aim and aspire for success and to achieve their individual educational pathways. We promote the development of emotional intelligence for every student so that our students are equipped to become respectful and responsible members of the community.

The College is committed to a school improvement focus that extends and transforms teaching and learning to promote high levels of academic achievement. Our teachers provide an inclusive and personalised program to meet the diverse range of student learning needs. A differentiating curriculum approach supports students in their learning growth.

We are committed to building students¿ potential for success and wellbeing through strong partnerships that emphasise all aspects of life that relate to the holistic development of a students¿ talents, interests, and goals. We pride ourselves in providing an environment that is conducive to each child achieving their personal potential.

Student wellbeing is seen as critical in empowering students with the social and emotional competencies to experience success and happiness in their lives. A comprehensive student wellbeing structure is in place throughout the College that focuses on student care. These teams coordinate a series of inclusive programs that build student self-worth, personal identity and relationships of mutual respect. We effectively monitor and compassionately support students at all levels of the College regarding their individual and collective wellbeing needs.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

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.

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;