Job ID: 1224295
Location: Sale College [Multiple Location Campus]
Department: Sale College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Part-Time
Ongoing/Fixed Term: Ongoing
Classification: Classroom Teacher
Apply By: 05/09/2021
Contact Name: Brendan Staple
Phone: 03 5144 1711
School Website: www.salecollege.vic.edu.au
Sale College is a multi-campus Government school with a student population of 783 students. It was formed at the beginning of 1996 from the merger of two of Victoria’s oldest country secondary schools, Macalister Secondary College (est. 1885) and Sale High School (est. 1907).
Sale is a provincial city of 13,000 people set in the heart of Wellington Shire and home of the RAAF roulettes. Sale is surrounded by the Bass Strait oil fields and has a strong dairy industry. It is particularly well endowed with secondary and further educational institutions.
Sale College seeks to be recognised as a caring community of staff, students, parents and guardians providing excellent programs and services aimed at developing confident students capable of reaching their potential as valued members of the community.
Vision: For the college to be recognised as an educational leader that is highly effective and strives to deliver high quality outcomes in the areas of Student Achievement, Personal Attributes and Qualities as Learners.
Aim: Every student will learn, achieve and succeed. We will all make a difference.
Values: At Sale College we aim to instil in our students our three core values (Respect, Achievement and Belonging) to allow them to become valued members of the community.
The Macalister Campus, located in the central business district of Sale hosts all Year 10 and VCE students. The Guthridge Campus, situated on a seven hectare site located three kilometres east of the town centre, hosts students from Years 7-9.
The College provides a high quality curriculum in all of the eight curriculum areas of English, Maths, Science, Technology, Humanities, Languages Other Than English (LOTE), Art and Physical Education & Health, in accordance with the Victorian Curriculum, Victorian Certificate of Education (VCE) and Victorian Certificate of Applied Learning (VCAL).
At Year 7 to 9 levels, the College has highly successful Select Entry Accelerated Learning (SEAL) Programs, Literacy and Numeracy Intervention Programs and a Year 7 and 8 structure that sees students spending more time with fewer teachers. In Year 9 students participate in a Personal Learning program. At the senior level, students have access to a broad, comprehensive curriculum which provides pathways to employment, further education and tertiary entrance through the VCE and Applied Learning program. The College operates a Vocational Education & Training (VET) program in conjunction with Federation Training and other smaller Registered Training Organisations. It has developed community partnerships with a broad range of stakeholders within the Wellington Shire.
Students enjoy the school's 1:1 netbook program and have access to a wide range of extra-curricula activities including a highly regarded Instrumental Music program.
Sale College has a guaranteed and viable curriculum developed around the Learning Architecture and including the instructional video; Gradual Release of Responsibility. PLC structures and protocols underpin the way teachers collaborate and use data to improve student outcomes within the Learning Architecture.
The College has a team’s approach to student learning and wellbeing at years 7 to 12. Learning Team Leaders work with groups of staff within these teams to form strong relationships with the students and a deep understanding of student needs.
Sale College provides safe, supportive and secure environments through an effective network of programs and organisational structures. Student management plans focus on positive reinforcement, clearly defined expectations and consequences that encourage students to take responsibility for their own actions. This is achieved through a restorative practice approach and School-Wide Positive Support.
For more information about the college please visit our website www.salecollege.vic.edu.au
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:
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-curricular activities.
The role of classroom teacher may include but is not limited to:
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.