Tyrrell College is a F-12 school located in the Mallee town of Sea Lake, which is about 400 kilometres North West of Melbourne. The community is mainly farm-based and the area is well known for its rich grain farming. Our purpose is to provide a safe, positive and challenging environment where everyone aspires to aim high and become responsible, caring and contributing community members.
Our three pillars are the development of high quality teaching and learning practices where learning is differentiated and progress is evidence based, relationships between all community members are embedded and aligned with the College values of Respect, Responsibility, Honesty and Aiming High. Partnerships with the wider Community and parents are an essential and vital part of the College’s operation. The parents, community, staff and students have high expectations of the College and the outcomes it provides for the students.
The College has excellent facilities set in a large, well-maintained precinct. The adjoining Community Centre provides for sporting and cultural activities and a Building the Education Revolution funded primary wing is an outstanding facility. The Student Family Occupation (SFO) index is 0.46 with 160 enrolled students.
Successful applicants have the option of living in school housing which is provided at reasonable rental rates.
For some years now, the College has had a strong focus on agricultural opportunities for students. In 2011, the school was recognised for its achievements and forward thinking with a National Australia Bank Schools First National Award ($500 000). Through this program the College is agricultural manager of two land holdings of 60 and 70 hectares each on different sides of Sea Lake, with VCE and VET students having opportunities in food and livestock production, some related opportunities for P-6 students, a core subject in Year 8, and an elective in Years 9-12.
The College has composite classes in F-6 and each year level from 7 to 12 is comprised of one class of students. VCE classes operate with one class per study. The College has introduced Quicksmart Numeracy as a Mathematics intervention program, as well as Fountass and Pinnell as a literacy intervention program in the Primary Years. The College places a great emphasis on a fully-documented curriculum, which is rigorous and personalised, and is currently in the process of finalising the College-wide instructional model. The Victorian Curriculum and VCE curriculum inform curriculum delivery and organisational structures for student learning. VCE, VCAL and VET are offered as senior pathways programs. VET subjects offered include Agriculture, Engineering (unscored), Music (Sound Production) and Hospitality. The College has some Distance Education classes running and Polycom classes are offered within the Mallee Cluster.
The College is advancing its digital teaching and learning profile with a College-wide iPad program implemented in 2016. All students have access to a digital device from Years 4 to 12 and the College is building a Digital Technologies and STEM curriculum with opportunities to use Lego Wedo 2 and Mindstorms, as well as introducing the use of drones.
The small student numbers provide a platform for relationship building between students and between students and teachers. Teachers have opportunities in this small school context to know students well, to spend more individual time with students, and to personalise learning for every student. Students participate in an extensive range of cultural, academic and sporting activities including visiting performances, drama workshops, College productions, camps and excursions and inter-college sports.
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.