OES, PE & Health Teacher - Rosebud Secondary College

  • Victoria State Government - Education and Training
  • Rosebud VIC 3939, Australia
  • 12 May, 2022

Job Description

Job ID 1278273
Location Rosebud Secondary College
Department Rosebud Secondary College
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 05/24/2022
Other Information  
Begin Date 07/11/2022
End Date 01/09/2023
Hours 38.00
Contact Name Glenn Powell
Phone 5986 8595
School Website rsc.vic.edu.au

 

Location Profile

At Rosebud Secondary College, our purpose is:

  • To learn together in a safe and respectful community
  • To encourage self-awareness, resilience, and personal best
  • To prepare each individual for their future pathway.

College Motto

Minds Conscious of Right (Mens Conscia Recti) – Do the Right Thing

College Values

Our college purpose, motto and values are intended to ensure all our students achieve their potential.

Our college values:

  • Respect
  • Personal Best
  • Belonging
  • Responsibility

Context

Rosebud Secondary College is located towards the southern end of Victoria’s Mornington Peninsula. The area has a steadily growing population within a unique seaside environment. Most employment is in the fields of retail; trades, hospitality, and tourism while a growing variety of agricultural pursuits add diversity to the many natural attractions of the region.

Within this setting, Rosebud Secondary College is a large secondary college with an enrolment of approximately 920 students across Years 7 to 12.

The College has maintained a proud tradition over an extended period of time for providing outstanding educational and co-curricular opportunities for its students which has ensured strong social cohesion, high levels of academic progress and success for the broad range of students enrolled in the College. Student success in the VCE is high and approximately 75% of Year 12 students continue to tertiary studies. The college has high expectations for student achievement in all areas of study including VCE, VET and VCAL. All streams are available to students through the senior years.

Because of its size, the College has a significant physical, financial, and human resource base. These resources are used to support and promote the widest possible range of educational, sporting, creative and cultural activities that add value to learning and assist in individualizing education for each student. Approximately 30% of families qualify for CSEF. Although there is considerable economic diversity within the community, the overwhelming majority of students are of English speaking backgrounds.

The College is keen to include in its staff people who can contribute to the design and implementation of innovative structures and programs that will help to build upon the College’s strengths and to enhance its capacity to meet the learning needs of all students. Currently there is a significant focus on our teachers knowing their students as learners and understanding their individual learning barriers and enhancers. A high quality and consistent approach to curriculum development and implementation is a requirement of all staff at Rosebud.

Rosebud Secondary College believes building healthy and positive students is a key to their academic outcomes. In 2022 the College will embark on a $10 Million upgrade and the opening of our Wellness Pavilion.

We have a comprehensive student tracking system with a clear internal referral process. We have some exciting initiatives in place including the development of the Wellness Pavilion, MindMatters implementation, B.A.S.E (Be Active, Sleep and Eat) and mindfulness meditation, and the implementation of the Doctors in School program.

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.