|Location||Cobden Technical School|
|Department||Cobden Technical School|
|Role Type||Secondary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Rohan Keert|
Cobden Technical School serves the town of Cobden and its surrounding dairy farming district. Cobden is located 200kms south west of Melbourne and 50kms from the Great Ocean Road, one of the world’s most scenic coastal drives.
Cobden Technical School, established in 1969, is the only school in Victoria to have retained the name ‘technical’ from an earlier time when there was a separate Technical Schools Division within the Department of Education. The continuation of the name was the wish of the local community with whom the school enjoys a positive and mutually supportive relationship. Very importantly, its foundation and continuous journey as a technical school has enabled it to offer students a diversity of curriculum areas and experiences that are only now being resurrected in other parts of the education system. In this sense, Cobden Technical School is a very contemporary school.
Cobden Technical School has also been extremely innovative in resourcing its comprehensive student-centred curriculum through the recruitment and training of teachers directly from the world of commerce and industry. This highly-successful strategy has provided the school with a significant edge in its capacity to provide up-to-date applied learning. The VCE, VET and VCAL curriculum offerings are very broad and the Year 7-10 program fully reflects The Victorian Curriculum. The ICT area is high standard and integral to teaching and learning across the school.
Students at CTS are encouraged to grow in a climate of respectful relationships, respecting one’s self and others and taking responsibility for one’s actions. The school has developed strong and broadly-accepted student management policies and processes that promote positive school and classroom environments while extending and supporting individual students as required.
In keeping with the school’s motto, Cobden Technical School is strongly ‘Committed To Students, Committed to Success’. The school is committed to seek and celebrate successful outcomes for students in the pursuit of high level academic achievement and the development of specific vocational skills. The school offers extra curricula programs including: instrumental music, camps and excursions, clubs and competitions and inter-school sport. The school has a House system as the basis of its pastoral care program and for intra school activities and competitions. The school has an active student leadership program and a sister school in Indonesia. The School Council provides diverse viewpoints and skills to shape the direction of the school.
Cobden Technical School is a place where everyone who wants to learn is welcome and encouraged to strive for success, while appreciating that lifelong learning is enjoyable. We strongly believe that the development of emotional and intellectual intelligence, coupled with an environment where learning is enjoyable, are central to the development of our core values.
The school is set on a large semi-rural site which it shares with the Hampden Specialist School and has extensive playing fields and court areas. The present school complex consists of the substantial original brick core building with the addition of a range of relocatables and some heritage school buildings brought in from surrounding areas. A new BER Science Centre includes state-of-the-art facilities to support contemporary learning. In 2013 a new home economics facility was completed and the school has a fantastic gymnasium facility which is shared with community groups.
Cobden Technical School is the lead-school in the Corangamite Trade Training Cluster. This has further enhanced the substantial vocational opportunities already offered by the school after a $2.5 million dollar investment to upgrade the facilities and equipment for the automotive, building and construction and electro-technology subjects. Secondary students in the region are able to access the VETis subjects for these areas.
The school emphasis on high expectations is being strengthened through the implementation of the CTS Common Instructional Model. This model ensures a rigorous, consistent approach to learning in all classrooms, and maximises the time for students to be collaborating on new projects. All students complete high calibre guaranteed and viable curriculum. In 2017 the school developed a highly successful literacy intervention program, tailoring high-impact support for students who are at risk of falling behind in their literacy levels. Staff at Cobden Technical School have established a culture of learning where every student is able to achieve significant growth.
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.