Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Gannawarra
Reference: 1512994
SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.
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
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Vision
Kerang Technical High School aims to provide a stimulating environment in which students will be encouraged to achieve their maximum potential in all areas of study and personal development.
Values
Kerang Technical high School strives to provide educational opportunities, within a caring supportive and inclusive environment, which permits all students to do their best. We aim to create good citizens who are ready to pursue a productive life in a constantly changing world.
The three broad objectives of Kerang Technical High School are:
Achieve our potential by striving for personal excellence in a wide range of learning experiences.
Build quality relationships in a safe, secure and respectful environment.
Cater for individual differences whilst demonstrating tolerance and pride in our diverse community.
Context
Kerang is strategically positioned on the highway network between Swan Hill, Echuca and Bendigo in the productive Northwest irrigation area of Victoria.
The town has a population of over 4000 and the Kerang Technical High School draws its students from the town and the wider district, which has a population of over 12,000. The main industries in the area are Agriculture, Dairy Farming, Engineering and Horticulture so many of our students come from a farming background. The three nearest centres with larger populations are Swan Hill, Echuca and Bendigo, which meet the added needs for goods, services and entertainment.
KTHS draws its students from eight primary schools namely Kerang Primary School, Kerang South PS, St. Joseph's PS, Kerang Christian School, Koondrook PS, Murrabit Group School, Lake Charm and Quambatook Group School. There is a strong network between the secondary school and the feeder schools with combined Professional Development Days and involvement in the Year 6 to Year 7 Transition Program. Given the geographic spread of the student catchment area, a significant number of students are transported to school by bus.
The school began as a Higher Elementary school in 1913 and was proclaimed as a High School in 1919. The Technical component was added in 1973 from which time the school has been known as Kerang Technical High School. The Technical Wing has been a strong feature of KTHS for over 38 years. It caters for students in Woodwork, Automotive, Engineering, Welding and Metalwork. The facilities, the enthusiastic ¿Tech¿ staff and the pathway offered by the Technical Wing have ensured that it is an important component of the school and community.
KTHS sits in 19 hectares of sporting fields, lawns and gardens. McLeod Oval is the main sporting area and an athletics track has been constructed with the joint assistance of the Kerang Little Athletics Association. The School's facilities are available to the community. Thornely Hall is used extensively for Community events as well as School occasions.
The Agriculture program at KTHS is extensive and covers classes at Yr 8 and 9 and then the opportunity to run VET Agriculture through the timetable in the Senior school. The resources include a school farm, machinery, Cattle and Sheep stockyards, Chicken Trailer, ifarm and more. The program in the past has shown local Stud animals at both Cattle and Sheep Shows. KTHS has a long standing reputation of providing quality students into School Based Apprenticeships and employment opportunities. Over recent times KTHS has held a Biannual Agricultural careers expo for our region with showcases a diverse range of industries of manufacturing, animal husbandry, livestock and many career opportunities available for students.
The school is well equipped with a Library and an excellent Canteen. We have over 100 desk top computers, both in rooms and in ¿pods¿, and at present KTHS is in the fortunate position of being able to provide Netbooks to all students on a 1:1 basis.
The organizational structure of the school is both vertical and horizontal. There are four Houses, which are vertical in structure, led by four House Managers. Students remain in the same Houses throughout their years at school. Home Group meetings are organised through the House system, as is the Athletics and Swimming carnivals and lunchtime sport activities. The Year Level Co-ordinators monitor the progress of the students and deal with the welfare and discipline matters. The school is also divided into Junior and Senior School for curriculum planning and delivery purposes. Two senior members of staff manage the mini schools.
The school has a teaching staff of 33, a quarter of who work on a part-time basis. Seventeen School Services Officers and School Council Employees complement the teaching staff as Administrative Support, Librarian & Library Technicians, Laboratory Technician, Welfare Coordinator & Youth Worker, Integration Aides, Canteen Manager & Assistant, Grounds & Cleaning staff, & Teacher Aide.
KTHS has a strong Welfare program. A Chaplain is employed with keen support from the community. A school nurse is shared by Swan Hill and KTHS and the School Psychologist visits the school regularly. The Psychologist is shared by KTHS and the Primary schools in the district. Welfare programs are run by this group, the Kerang Welfare Cluster, with representatives from all feeder schools, the Northern District Community Health and a local Doctor. More recently the school has employed a Youth Worker to further extend the Welfare program.
The Position requires candidate to teacher yr 8-10 Agriculture and also Certificate II in Agriculture. Therefore teacher qualifications and industry experience and current TAE or capacity to gain TAE40122 Certificate IV in - Training and Assessment Course.
In addition the position has capacity to increase to fulltime if the successful candidate is able to teach extensively through the Science and Mathematics curriculum.