English Teacher and Key Learning Domain Leader

Orbost Secondary College are seeking a passionate teacher to lead thier English Learning Domain and teach year 7-12  students, including VCE English.

Orbost Secondary College is located on the shared traditional lands of the Gunnai Kurnai and Monaro people in Far East Gippsland.   It is situated amongst five hectares of established and well-maintained trees, gardens and sporting facilities, including ovals and court areas.  The school is 384km (4 hours) from Melbourne and 365km from Canberra.  It is the only secondary college along the Princes Highway between Lakes Entrance and Cann River.

The College has an enrolment of approximately 250 students and has many part-time staff that make up the 34 EFT teaching and support staff.  The student population includes approximately 10% Aboriginal students and 5% students funded under the Program for Students with Disabilities.  We aim to be an inclusive school that caters for the individual needs of all students.  Our school is currently undergoing a review that includes an analysis of our values; however, both staff and students are encouraged to embrace the values of:

• Respect for self, others and the environment
• Pride in our role in the community, and
• Making the most of opportunities to succeed

Our school is part of the Snowy River Education Community and works closely with other schools in our Geographic Network to provide the best possible outcomes for all students in East Gippsland.  As well as offering a sequential and comprehensive curriculum, which aims to recognise the different needs, abilities and interests of individual students, we also provide support to other schools in this network to provide for the needs of their students.

At Years 7-10 students study a core curriculum with some electives from the Arts and Technology Key Learning Areas.  Although only small in student numbers, the College provides a great diversity of programs to cater for student needs.  VCE, VET and VCAL programs both within the school environment or offered externally, have been aimed at engaging students to maximise their learning opportunities.  A range of strategies are used to enhance our subject delivery and offerings, including the use of video- conferencing.  

The development of a strong Performance and Development Culture continues to be a focus for staff.  Our school improvement initiatives are Building Practice Excellence, Setting Expectations and Promoting Inclusion, and Building Leadership Teams.  We have a range of strategies in place to achieve growth in these areas.

Orbost is a supportive community and the College has a strong relationship with other key organisations including Orbost Regional Health, DELWP, Dolphin Operations, sporting clubs, local dairy and vegetable farms and many other small businesses.  The tourism industry continues to grow due to the wide range of outdoor opportunities available in the area including boating, fishing, surfing, trekking, camping, skiing and cycling. 

These close relationships, combined with the natural beauty of the area, make Orbost an attractive place to live and work.

SC1         Demonstrated high level 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         Outstanding 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.

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.

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.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.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.