Strathmore Secondary College is situated between Pascoe Vale Road and the Moonee Ponds Creek in the northern suburb of Strathmore. The school was founded in 1957 with 186 students. The population has grown considerably and now the school draws the majority of its population of over 1900 students from within the designated neighbourhood area bounded by Strathmore Heights, Pascoe Vale and Essendon.
Strathmore Secondary College employs a total of 220 teaching and non-teaching staff. In such a large school facilities and space are at a premium. The students are placed within one of six school teams vertically structured across Year 7 - 12 and are supported by core teachers in Faculty Areas. Junior school team leaders and coordinators work closely with Year 7 – 10 students, teachers and parents to develop positive relationships to support student learning. VCE leaders and team coordinators, supported by a VCE Administration officer and Careers Coordinators, work with Year 11 and 12 students to achieve outstanding results so students reach their desired pathways. Outcomes for Strathmore Secondary Students are positive with VCE results well above the state average in study scores and real retention rates.
Strathmore Secondary College provides a learning environment that is both inspiring and nurturing. While restricted in its long-term planning for school facilities, the physical structure of the school welcomes young people and provides a stimulating, respectful and innovative environment in which learning is valued. It also offers a very strong welfare and pastoral care environment lead by a number of specialist and wellbeing staff, including a school chaplain.
The strengths of the college are in its commitment to academic excellence, music, the visual and performing arts and sport. These programs provide diverse opportunities for students including school productions, music concerts, art and technology exhibitions, and sporting carnivals-allowing students to develop leadership and collaborative skills in a range of non-classroom settings. They are also important opportunities for the broader school community to gather and celebrate. In addition the school has a well-developed international student program.
The College has become a high performing school by implementing an instructional model based on research from McREL, Marzano Institute and Learning Horizons. This has led to improvements in student outcomes and enabled teachers to develop as classroom practitioners with clear expectations around pedagogy. This instructional model is supported by the work of instructional coaches and weekly professional learning community teams. The College has a long history of using technology and has recently moved to a 1:1 Bring Your Own iPad program. This provides students with access to digital technology in every class to engage students and develop them as global citizens.
The school provides leadership in the teaching of science, technology and mathematics in Victoria in conjunction with the Victorian Space Science Education Centre (VSSEC), which was established on the school site in 2006. VSSEC is a unique resource that is one of six specialist Science centres in the state. VSSEC is integrated with College programs and provides quality teacher professional development to ensure that teachers are exposed to the latest developments and innovations in science and technology.
At a wider community level, Strathmore Secondary College works cooperatively with other schools and educational providers within the Moonee Valley district to ensure that the educational needs of all students are met by the provision of a range of educational pathways.
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.