|Location||McKinnon Secondary College|
|Department||McKinnon Secondary College|
|Role Type||Secondary Teacher|
|Contact Name||Marie Landini, Personnel Manager|
McKinnon Secondary College is a Year 7 to 12 co-educational school with a student population of around 2600. The College was founded in 1954 in the south-eastern Melbourne suburb of McKinnon. In 2022, a second campus dedicated to Years 8 and 9 was opened at the nearby Virginia Park site off East Boundary Road. The main campus caters to Years 7, 10, 11 and 12. There are consistently more applications for entry to Year 7 and other year levels than places available.
McKinnon Secondary College is an accredited school with the Council of International Schools and is acutely aware of the realities of the 21st century workplace. We strive to provide students with the necessary skills to thrive in a world which values interpersonal skills as much as academic excellence. McKinnon does not believe that ‘one size fits all’ in education and strives to maintain a positive, caring and safe learning environment in which all students are provided with the opportunity to achieve success. We offer a challenging, comprehensive and differentiated curriculum and an extensive co-curricular program.
McKinnon Secondary College lives by its motto ‘Wisdom and Service’ by actively promoting a culture that celebrates the achievement of excellence, that values and respects individual diversity and that encourages participation by all members of the community. This commitment to our values has been the particular focus of the new campus. Years 8 and 9 students are at a crucial age for moulding global citizens and every student at Year 8 undertakes a unit of study titled Wisdom and Service to promote global citizenship and intercultural learning. Students at McKinnon are very conscious of the opportunities being offered to them and take pride in themselves and the College as well as exhibiting a high level of involvement in school activities. Student voice is valued at the College as is student welfare. Mindfulness is factored into the daily routine with positive benefits. Student achievements are formally recognised and celebrated in College publications, at whole school assemblies, on our website and at the annual Presentation Night.
Most students at McKinnon aspire to attend university. Positive work habits have consistently translated into excellent Victorian Certificate of Education (VCE) results that maximise tertiary educational options. McKinnon maintains a high level of student access to tertiary education (over 95%). VCAL provides a further pathway for students wanting a more applied learning experience. It should be noted that as well as a reputation for academic excellence, McKinnon has a well-regarded extra-curricular program including arts, music and sport. Our students regularly participate in community events and festivals and represent the school at regional, state and national level. The richness of our program allows students to flourish as they pursue their particular interests and goals.
McKinnon has established itself as an IT leader in the education space, being recognised as Australia’s first Google Reference school. IT has become central to the school’s learning programs and administration. With the opening of the new campus the school is further investing in STEAM-focused technologies.
The College has always relied on the commitment of its parent body which through the school council has provided support for teaching programs and facilities. With the addition of the new East Campus and the construction of the impressive new gymnasium at the main campus, the College has adequate sporting facilities and attractive passive areas which give it more the air of a university campus.
The McKinnon school community is determined to meet the challenges of the modern world with a continuing commitment to our core values.
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.