Teacher in Mathematics, Physical Education, and Science - Yarram Secondary College

  • Victoria State Government - Education and Training
  • Yarram VIC 3971, Australia
  • 07 Apr, 2021

Job Description

Job ID: 1222938
Location: Yarram Secondary College
Department: Yarram Secondary College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 04/14/2021
Contact Name: Brett Pedlow
Phone: 03 5182 5522
School Website: https://yarramsc.vic.edu.au/

Location Profile
Yarram Secondary College offers Year 7 to Year 12 coeducation across two campuses, located 220 kilometres from Melbourne. The township of Yarram, population 2100, is a central hub for the surrounding smaller, rural and agricultural communities.

The main campus has a large site with several ovals, sealed and covered recreational areas, and garden spaces. These surround a central core structure of 24 teaching and learning spaces, an administration block, a library, an open learning space and a two court shared community stadium.

Yarram Secondary College has a second campus, Yarram Community VCAL, based offsite and catering for students 16 to 21 years of age who have disengaged, or are at risk of disengaging from mainstream education.

YSC is a member of the Wellington Network of Outer Gippsland, South Eastern Victoria Region. It is the major destination for students graduating from the four local primary schools (government and catholic). It attracts 95 per cent of the intake pool at Year 7, with the nearest alternative secondary schools situated over 50 kilometres away.

Total enrolment numbers, currently at 315, have increased over the past 3 years following a period of decline. The projected enrolments show a slight decline based upon population demographics. The school provides for students in the township and those who are bussed in from surrounding areas (approximately 160 students).

Students come from a range of family backgrounds, with an overall Student Family Occupation and Education index of 0.5430. The notable recent change to economic circumstance is the impact of the dairy industry on the wellbeing and provision for families. Assistance is provided through individual educational plans for Koorie students, Out of Home Care students and those on the Program for Students with Disabilities (including a specialised learning centre).

The 2020 staffing profile includes: two principal class members, two leading teachers, two learning specialists and 23.8 equivalent full time teaching staff (EFT) and 18.4 EFT education support staff.

The school motto is ‘Learning for Life’ and opportunities to ‘learn local, live global’ are embraced. The tradition of developing the whole student through a balanced focus upon academic, vocational, social and emotional wellbeing outcomes continues.

The school curriculum is based upon the Victorian Curriculum.

YSC is structured into two distinct Sub-Schools; Years 7-9 Junior School and Years 10-12 Senior School. These Sub-Schools have clear focuses and vision for each. The Junior Sub-School focuses heavily on the development of each student’s academic, social, emotional and physical well-being and growth. All students in Years 7-9 participate in the Targeted Acceleration Program (TAP); a revolutionary reading advancement program designed by the world renowned cognitive psychologist Dr. Carol Christenson. Students in the Junior School are exposed to all curriculum areas and participate in collaborative, inquiry subjects which build students’ 21st century learning capabilities in Year 8 Broadening Horizons and Year 9 Community.

The Senior Sub-School has a clear focus on providing the best possible pathways for all students; whether this be tertiary study, further training or employment. The Senior Sub-School pathways include the Victorian Certificate of Education, Vocational Education and Training (on and off site), the Victorian Certificate of Applied Learning and University courses via face to face, Distance Education and Victorian Virtual Learning Network delivery.

Enrichment opportunities are provided at YSC through art, music, chess, instrumental music, performance productions, leadership, public speaking, camps and excursions, sport and external online and residential academic programs in Maths, Science and Engineering.

Global connections are offered through a Sister School program in China involving reciprocal exchange visits, the Year 9 Young Leaders to China program and a biannual USA STEM Study tour that incorporates learning opportunities at NASA. Year 12 students can participate in an end of secondary schooling trip to Cambodia to undertake humanitarian and environment work.

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.