|Location||Lakes Entrance Secondary College|
|Department||Lakes Entrance Secondary College|
|Role Type||Secondary Teacher|
|Contact Name||Craig Sutherland|
Lakes Entrance Secondary College is the sole secondary school provider in Lakes Entrance. As such, it occupies a prominent and significant role in the town and is a focus of community and educational connections. The College has 300 students drawn from the Primary schools of Swan Reach, Nungurner, Lakes Entrance, Toorloo Arm and Metung. The College serves the needs of a diverse population, where the economy of the town is based upon the fishing industry, and a variety of services and trades, agriculture, fishing and tourism. The location is a superb combination of ocean and forest, with a mild and temperate climate year round, abundant opportunities for exploring, hiking, trail riding, surfing, walking and with proximity to the ski fields. Restaurants and cafes abound and the area is growing in recognition for its infrastructure development, reasonably priced housing and growth potential. Roads in and out are excellent and the atmosphere is welcoming and inclusive. The College is proud to reap the benefits of all of these desirable factors. Working at Lakes Entrance Secondary College brings with it abundant life style and professional potential.
The aim of the College is to prepare students for life as active, happy, curious and engaged citizens. Teachers work to provide an understanding of opportunity and possibility, where diverse skills are valued and aspirations are carefully nurtured. Our College values are ‘Respect for Self, Respect for Others and Respect for Learning.’ The College curriculum is designed to develop the academic, social and personal skills of each student. There is a strong focus on respectful relationships, historical and geographical understanding and reaching full potential. There is a strong wellbeing perspective, programs to support good decision making and impactful career advice. Our links to all aspects of the Lakes community run deep and enable a well- structured pathway for the aspirations of all of our students.
The Years 7 to 9 curriculum at the College develops a common set of knowledge and skills and has been designed to meet the diverse educational needs of all of our students and to provide them with stimulating and valuable learning experiences both within the classroom and through extra-curricular activities. We aim to offer a stimulating Camp program at each year level, a robust Sports program and celebrate many outstanding achievements of our students, both academic and personal. The curriculum has been mapped against the skills and knowledge each student will need as they move into the later years of schooling and ultimately further education and employment. There are programs to support all abilities and, the virtue of a relatively small school means that we know our students well and can facilitate the strongest possible outcomes for them and their families. Year 9 students experience an off-campus curriculum at our local fishing precinct, Bullock Island, where they engage closely with the community, learn about themselves and the world of work and future possibilities.
The College is led by a Principal, Assistant Principal, 2 Learning Specialists and 2 Leading Teachers with a staff of 36 teachers and 12 Educational Support Staff. The focus on student well-being, safety and resilience resides with a team of coordinators led by a leading teacher and supported by a Student Welfare Manager, School Nurse, Chaplain and Psychologist.
The College’s teaching and learning focus is guided by current research and evidence based pedagogy, which involves a diagnosis of learning needs, and effective interventions to enable consistent growth for each student. All teaching staff learn together, and apply themselves to ongoing professional learning.
The College is a strong nexus between our community, the students and parents and the wider world of opportunity and further education. Strong teaching and learning underpins all of our endeavours and the drive towards continual improvement lends a dynamism to the workplace.
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.