Graduate Health & PE Teacher - Kerang Tech High School

  • Victoria State Government - Education and Training
  • Kerang VIC 3579, Australia
  • 23 Nov, 2021

Job Description

Job ID: 1254814 Location: Kerang Tech High School Department: Kerang Tech High School Role Type: Secondary Teacher Subjects/Duties: View Subject/Duties Full/Part Time: Full-Time Ongoing/Fixed Term: Ongoing Classification: Classroom Teacher Apply By: 12/06/2021 Other Information   Begin Date: 01/28/2022 End Date:   Hours: 38.00 Contact Name: Dean Rogers Phone: 043/724-8688 School Website: www.kerangths.vic.edu.au

 

Location Profile

School Vision

Quality education for the future in an inclusive and supportive environment.

School Values

  • Respect
  • Responsibility
  • Resilience

These are the values that have been identified by our staff, students, parents, School Council and the wider 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 seven primary schools namely Kerang Primary School, Kerang South PS, St. Joseph's PS, Kerang Christian School, Koondrook PS, Murrabit Group School and Lake Charm. 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. 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. More recently the school has undergone a refurbishment plan with both the red brick building and the Library being upgraded to better reflect the learning needs of the students at KTHS.

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 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 our senior students and 5 portable Netbook trolleys that are available for classroom use. The school has just completed a major re-development with new classrooms, Library, food technology complex and canteen.

The organizational structure of the school is both vertical and horizontal. There are two Houses, which are vertical in structure, led by two House Managers. Students remain in the same House throughout their years at school. Home Group meetings are organised through the House system, as is the Athletics and Swimming carnivals. 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 ‘sub schools’.

The school has a teaching staff of 22, a quarter of who work on a part-time basis. Seventeen Education Support Staff and School Council Employees complement the teaching staff as Administrative Support, Librarian and Library Technician, Science Laboratory Technician, Youth Worker, Integration Aides, Canteen Manager, Grounds and Cleaning staff.

KTHS has a strong Wellbeing program. A School Nurse is shared by Swan Hill and KTHS and newly appointed School Psychologist visits the school regularly. More recently the school has employed a Wellbeing Coordinator to further extend the Wellbeing program. Doctors in Schools program has commenced and a school Mental Health Practitioner has recently joined the team.

KTHS has a proud reputation of providing a rich co-curriculum program which caters for the most students in the school. There is a high participation rate by students and the programs have been strongly supported by parents. Every effort is made to implement programs/events which cater for individual needs. We have Pathways to VET & VCAL., The Alpine School, Middle School Trips, Year 7 Transition Camp, Year 10 Work Experience, Great Victorian Bike Ride, and the Feathertop Hike. Since 2007 KTHS has partnered with The Rotary Club of Kerang, to offer an alternative to the End of Year 12 Schoolies week, with a Community Aid program to Cambodia.

A small core of parents is actively involved in the school. Parents are involved in the School Council and nearly all of the sub-committees in the school. Parents are also called upon to provide transportation to student events and this is always a positive contact between parents and the extracurricular programs offered.

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Selection Criteria

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.

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-curricular 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;
  • Undertaking other classrooms 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.

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.

Program Benefits

This position is part of the Department’s New Graduate Incentive program. Appointees to this position may be eligible for an incentive valued at $7,000. This consists of an upfront payment of $5,000 paid after acceptance of an employment offer, plus a bonus of $2,000 paid after the appointee has worked in the school for a minimum period of 3 years. All incentives are characterised as taxable income.

More information about New Graduate Incentives is available at

https://www.education.vic.gov.au/school/teachers/profdev/Pages/scholarship.aspx