|Location||Broadford Secondary College|
|Department||Broadford Secondary College|
|Role Type||Secondary Teacher|
|Contact Name||Tania Pearson|
|Phone||03 5784 1200|
Broadford Secondary College is located 70km north of Melbourne. Kilmore and Broadford are the main feeder towns for the College, both of which are experiencing sustained growth as part of the ‘Hume Corridor’. The College also draws students from other primary schools including Wandong, Pyalong and Willowmavin. In 2022, the College has an enrolment of 770 students. The college has 63 staff, four Principal Class Officers, 45 teachers and 15 ES staff which support the administration and wellbeing programs. The College is structured on a sub-school basis with Junior (Years 7-9), and Senior (10-12) sub-schools. We offer a wide range of subjects at VCE and have an established VCAL program at Foundation, Intermediate and Senior level. The College also offers students an extensive range of VET subjects which can be accessed from Year 9. VET courses delivered on site include Business Administration and Building & Construction. Other courses are delivered at TAFE colleges which are accessible by train. The school has recently conducted a major curriculum review focused on the Victorian Curriculum years 7 to 10 as well as VCE audit with unit planning outlines developed and published. This has brought about positive changes in both teaching delivery and student attitudes. Additionally, there are major facilities upgrades occurring, consisting of; a new Literacy / English Centre of Excellence and an upgraded library facility. This has been influenced by our collaborative work with the University of Melbourne focused on Reading.
Broadford Secondary College has developed consistent teaching practices with high expectations for staff and students centred around our school values 'Respect, Responsibility, Organisation, Persistence and Excellence' and our school motto of 'aspire, strive, achieve'. The BSC staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool.
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.