Job ID 1239432
Location Drouin Secondary College [Multiple Location Campus]
Department Drouin Secondary College
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 09/26/2021
Begin Date 01/28/2022
End Date 07/08/2022
Contact Name Elizabeth Godwin
School Website www.drouinsc.vic.edu.au
The Drouin Secondary College vision is: "To ensure every student develops the knowledge, skills and behaviours needed to positively contribute as responsible and caring citizens of a changing, global community." The College’s daily life is linked closely to our core values: ACHIEVEMENT, RESPECT, COMMITMENT AND COMMUNITY.
Drouin Secondary College is a steadily growing rural year 7 to 12 school with 1246 students in 2021. Students attending the College come from a large geographical area. The nature of the community is changing with steady growth in the major centres of population – Drouin, Bunyip, Garfield and Longwarry. The Student Family Occupation index is 0.5237, the Student Family Occupation Education Index is 0.4799.
The geography of our feeder area means that an extensive bus network is coordinated by the College. About 65% of our students travel to school by country or town service buses or from as far away as Pakenham by train.
The College has 81 (75.9 EFT) teaching staff including 5 Principal Class and a further 42 (32.95 EFT) support staff. We also employed 4 trainees this year in Education Support, ICT and Sport and Recreation.
Drouin has a 1 to 1 learning program with all students having personal use of a Netbook. Students also have online 24/7 access to support their learning on “Moodle” for curriculum content and the “Sentral” management system.
The Blackwood Centre for Adolescent Development (BCAD) is located on a separate campus at Hallora. It provides a semester long early intervention program for students at risk of dis-engaging in their education. Students from across Gippsland are able to access BCAD.
Our goals for the 2019 to 2022 Strategic Plan are:
DSC is an inclusive community connected school. We believe all students can learn and we offer students a high level of support and have equally high expectations. We develop a culture of respect with students being active agents of their own learning.
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCAL, VETis, applied and accelerated pathways.
DSC staff are lifelong learners who work collaboratively with an unwavering focus on positive personal and educational outcomes for our students.
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.
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.