Classroom Teacher - English / Humanities

The town of Officer is located 47km from the Melbourne CBD and is part of the Cardinia Shire Council Local Government Area. Formerly a small rural township, this area has been identified as part of the Urban Growth Area by the State Government and Vic Urban. It is anticipated that this population will initially have a higher proportion of children aged 0-4 and 5-11 years, which is typical of new outer growth area communities. Retail, commercial and light industrial areas have also been planned for Officer to provide opportunities for employment and services to this community. In 2018, we will have approximately 750 Years 7-10 students and by 2020, 1200+ students at Years 7-12.

Officer Secondary College is a part of a community hub, where the school and Officer Community form partnerships and share their State of the Art facilities, including a Sports Stadium and Performing Arts Centre.

An Officer Education Precinct will be supported by strong pedestrian and bicycle paths that will contribute to the provision of easy access through and around the Officer community, including public transport infrastructure such as the existing train service.

To the east is the Gum Scrub Creek reserve which provides a connection through to council managed recreation reserves. To the south and east is planned medium density residential development. A key characteristic of the plan for Officer is the provision of open space including the wetland environments of the Gum Scrub Creek reserves, which will be an integral feature of the college’s programs and projects.

 Pedagogical Vision:

Officer Secondary College is a new school with its first intake of Year 7 students in 2015. In 2017, the college anticipates a student enrolment of approximately 750 students in Years 7-10.

 It is a 21st century learning community with strong, vibrant partnerships between students, teachers, families and the broader community. Its educational philosophy is centred on learning and relationships, and is underpinned by the values -Respect; Inclusion; Leadership; Excellence and Citizenship. Its students will develop proficiency in the Critical Competencies for the 21st century - Collaboration; Critical thinking and Problem Solving; Global Citizenship; Character; Communication; and Creativity, preparing them for the future. These are reflected in our motto ‘Learning Together; Learning to Lead; Together we Inspire.’

Officer Secondary College provides curriculum that explores and develops innovative approaches to Learning and Teaching through the use of digital technologies. We believe that when ‘deep’ learning is activated, when it takes place in an environment enriched with the innovative use of ICT, high expectations, personalisation, collaboration, challenge, inclusion and support, student achievement and growth is maximized.  We promote and celebrate the pursuit of excellence and lifelong learning.

We recognize the importance of equipping our students with the social, emotional and academic skills that will enable them to compete on the world stage. Building high self-esteem, learning confidence and respect for others are central to this and our Learning Community structures support this. We believe that all students can learn, be critical thinkers, and be collaborative and independent learners through personalised learning, personal endeavour and commitment. 

Officer Secondary College is a Professional Learning Community underpinned by team teaching. Classroom teachers are flexible team members committed to providing the best educational opportunities for their students.   They are experts in their disciplines and work collaboratively; they will plan learning tasks that have multiple entry points; interrogate data, monitor progress and deliver curriculum that is personalised and encourages inquiry.  Expectations are high for all members of the Officer Secondary College Professional Learning Community.

In 2018, Officer Secondary College is committed to embedding its Instructional Model ensuring that there is a consistent approach to Teaching and Learning across the College. Teachers at Officer Secondary College are prepared for the task of continuing the co-construction of the curriculum, learning and instructional model.

Teachers at Officer Secondary College value excellence, work collaboratively, are innovative and flexible. They are committed to equipping learners with the requisite competencies to participate and succeed on the global stage.

SC1         Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2         Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3         Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4         Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5         Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6         Demonstrated ability to actively promote the safety and wellbeing of all students, in line with the Child Safe Standards.

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-curricula activities.

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 classroom 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.

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.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.