Mathematics/Science Teacher - Newcomb Secondary College

  • Victoria State Government - Education and Training
  • Newcomb VIC 3219, Australia
  • 24 Nov, 2021

Job Description

Job ID: 1254978 Location: Newcomb Secondary College [Multiple Location Campus] Department: Newcomb Secondary College Role Type: Secondary Teacher Subjects/Duties: View Subject/Duties Full/Part Time: Part-Time Ongoing/Fixed Term: Fixed Term Classification: Classroom Teacher Apply By: 12/06/2021 Other Information   Begin Date: 01/27/2022 End Date: 01/28/2023 Hours: 30.40 Contact Name: Scott McLeod Phone: 03 5248 1400 School Website: newcombsc.vic.edu.au

 

Location Profile

Newcomb Secondary College was established in 1969 and takes its name from the suburb named after Caroline Newcomb, one of the earliest settlers in the area. The four houses are also named after prominent citizens - Harrison, Drysdale, Curlewis and Wills.   The College caters for approximately 480 students in 2021 in Years 7 to 12 who come largely from Newcomb, Whittington, St Albans Park, East Geelong, South Geelong, Moolap, Leopold and the rural areas of the Bellarine Peninsula.

The College community believes that:

  • a safe, secure, cooperative learning environment and good communication encourages students, staff and parents to feel valued in the College community.
  • upholding the right of every student to learn underpins effective teaching and a high quality education.
  • a stimulating and flexible curriculum challenges students to strive for success.
  • rewarding effort and success and encouraging leadership in students foster self esteem and pride in achievement.
  • supporting students, teachers and parents through an effective welfare/discipline and administrative structure will enhance College operations and encourage high expectations.

The Middle Years Program (Years 7 & 8) at Newcomb Secondary College provides a challenging and varied school experience based on key learning areas.

At Years 9 & 10, students must select a mix of compulsory and elective units from the areas of English, Mathematics, Science, Technology, Studies of Society and the Environment, Indonesian, Arts, Health and Physical Education and Information Technology. P-TECH commenced in 2016 offering a technology pathway for senior year students (Years 10-12). This is a collaborative partnership between education and industry. It provides a pathway for students to gain a nationally accredited qualification alongside their regular in school education and workplace experience guided by a mentor from one of our industry partners. The opportunity to accelerate into VCE studies is facilitated through a careful process of informed decision making.  At these year levels there are also strong relationships with the Gordon TAFE and Deakin University.  The College runs an integrated activities program week providing opportunities to be involved in camps, cycling, surfing, and numerous school based activities.

The College offers several innovative programs.  GROW (Getting Ready for the Outside World) to all Year 7 to 10’s, which includes teaching them “soft skills” to aid student employability.  GROW also incorporates Skills Builder, a collaboration between Newcomb Secondary College and the Gordon TAFE to support the digital technology competencies of students in the 21st century

Through a broad VCE program students are resourced to extend their academic success through VCE, VET in the VCE, VCAL and School Based Apprenticeships.  A flexible Senior Years (10-12) timetable caters for students who wish to study subjects not in their designated Year level. 

The Victorian Sailing School on the Geelong waterfront is our second campus which enhances the College’s programs and provides opportunities for schools across the state to acquire water safety and sailing skills.

Student participation in leadership, policy development and decision-making is encouraged through the Student Council, School Leaders, House Leaders and student representation on a wide variety of committees. 

Camps, tours and excursions are well established and include integrated Outdoor Education activities. The performing and visual arts programs and traffic safety education courses are highly regarded by the community. Careers counselling, integration support and welfare support are all vital and valuable aspects of the College’s curriculum.

The Instrumental Music program of the College proudly supports four College bands and ensembles including two jazz ensembles, all who proudly represent their College in the broader community.  Sport is encouraged and enjoyed at various levels including HAPE at Year 7 and 8, intergroup, interhouse and interschool sport. Students are encouraged to participate in the wide range of sports offered.

A strong supportive relationship between the College and its community is evidenced by an active College Council and sub committees, Student Representative Committee, Support Groups (Music, learning assistance and canteen) and a number of volunteer helpers. The College has a strong relationship with youth and welfare agencies, tertiary education and community service groups.  We are also a lead school for Respectful Relationships, and have Doctors in Schools and Lawyers in Schools programs.

The staff is committed to a whole College approach to welfare and student management and is friendly, cooperative and willing to work in a variety of ways to provide high quality teaching and learning.  Staff encourages student achievement and take pride in their students, the College’s learning environment and facilities.  Staff welcomes communication with parents via newsletters, student organisers (diaries), parent-teacher-student interviews and small group or individual meetings as excellent ways to support students and their needs.

We are currently undertaking a building program that will see the refurbishment of our maths classrooms and music program areas in one wing and also a state of the art STEM space that will encompass advanced manufacturing, maker spaces and an auditorium.

The Council is extremely proud of the breadth and depth of programs, new curriculum innovation, student wellbeing support and the achievements demonstrated by the students and staff.

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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.