Mathematics / Science Secondary Teacher (Classroom Teacher)

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-curricula 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 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. 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. EEO AND OHS Commitment The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see ). Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: Child Safe Standards 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: DE Values The Department's employees commit to upholding DE's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DE values is available at: Conditions of Employment 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile Social, Community and Demographics: * Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct. * One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire. * Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School * 2023 enrolment of 213 students. Enrolment growth is anticipated over the next few years. SFO is * Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus. * The school population displays a huge range of abilities and aspirations. The College aims to provide a broad and excellent education that meets a wide range of needs and abilities and retain all students to Year 12. Educational: * Structure - traditional years levels with three sub-schools (Years 7 & 8, Middle Years 9 & 10, Years 11 & 12) * Strategies such as the use of cross-year level ability groupings, extension groupings, accelerated programs and team teaching are used to cater for the needs of all students. * Low staff-student ratios and excellent relationships between staff and students. * High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community. Strength areas include student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement. * School size and a diverse student population mean that providing students with a diverse range of earning experiences from our resource base is a major challenge. This is particularly the case in the senior years where there have been changing demands in recent years. VCAL has become a popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject.  * Student Engagement and Wellbeing is a high priority, with a strong team that includes the Assistant Principal, Year Level Coordinators, School Nurse and School Chaplain. Survey data indicates that this area is a strength of the school.  * Flexibility is emphasised, both in terms of timetable structure and teaching approach. * A program of note is "Advance", which is run by a teacher in partnership with local community groups.  * Staff - The school has a good balance of staff in terms of age and background. Due to school size, almost every staff member has additional responsibilities.  * Another program of note is Hands On Learning, which is run by a teacher with the intention of incorporating literacy and numeracy into project planning, managing and implementing around the school and community.  Community and Networks  * Parent and community involvement remains strong and parent bodies work harmoniously with staff.  * Membership of the Virtual Schooling Project, Ballarat VET Cluster, and the Pyrenees Network assist the school's ability to provide a diverse curriculum.  * External support agencies (particularly welfare agencies) are used regularly. * Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition. ICT:  * Regarded by the school as fundamental in broadening the curriculum and enhancing teaching and learning.  * Video conferencing is currently used to broaden our VCE program and link to other schools to extend high achieving students.  * Student to computer ratio 1:1 * Apple TVs added to all classrooms and meeting spaces. * Strong ICT skills on the part of most teachers means that the school is well placed to make use of technology to improve teaching and learning.  Beaufort Education Regeneration Project: * K-12 education in Beaufort is located on the Beaufort Secondary College site * The Beaufort Early Learning Centre was officially opened in 2012 * The new Beaufort Primary School building was completed in Term 1 of 2014 * Reconstruction of Beaufort Secondary College was completed in Term 1, 2019 Social, Community and Demographics * Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct. * One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire. * Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School * 2021 enrolment of 210. Enrolment growth is anticipated over the next few years. SFO is * Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus. * The school population displays a huge range of abilities and aspirations. The College aims to provide a broad and excellent education that meets a wide range of needs and abilities, and retain all students to Year 12. Educational * Strong school improvement agenda with an emphasis on quality teaching and learning practices * Strategies such as the use of cross-year level ability groupings, extension groupings, accelerated programs and team teaching are used to cater for the needs of all students. * Low staff-student ratios and excellent relationships between staff and students. * High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community. Strength areas include: student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement. * School size and a diverse student population mean that providing students with a diverse range of learning experiences from our resource base is a major challenge. This is particularly the case in the senior years where there have been changing demands in recent years. VCAL has become a popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject. * An excellent MIPs program has ensured that students receive appropriate mentoring and support whilst they are at school and after they leave. * Student Engagement and Well-being is a high priority, with a strong team that includes the Assistant Principal, Year Level Coordinators, School Nurse and School Chaplain. Survey data indicates that this area is a strength of the school. * Flexibility is emphasised, both in terms of timetable structure and teaching approach. * A program of note is "Advance", which is run by a teacher in partnership with local police or CFA. * Rural and Environmental Education is an excellent program for rural young people, using the input of members of the local farming community for support. * Staff - The school has a good balance of staff in terms of age and background. Due to school size, almost every staff member has additional responsibilities. Community and Networks * Parent and community involvement remains strong and parent bodies work harmoniously with staff. * Membership of the Virtual Schooling Project, Ballarat VET Cluster, and the Pyrenees Network assist the school's ability to provide a diverse curriculum. * External support agencies (particularly welfare agencies) are used regularly. * Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition. ICT * Regarded by the school as fundamental in broadening the curriculum and enhancing teaching and learning. * Video conferencing is currently used to broaden our VCE program and link to other schools to extend high achieving students. * Student to computer ratio 2:1, moving towards 1:1 * ICT access for teaching and learning in all classrooms. * Strong ICT skills on the part of most teachers means that the school is well placed to make use of technology to improve teaching and learning. Beaufort Education Regeneration Project * K-12 education in Beaufort is located on the Beaufort Secondary College site * The Beaufort Early Learning Centre was officially opened in 2012 * The new Beaufort Primary School building was completed in Term 1 of 2014 * Reconstruction of Beaufort Secondary College was completed in Term 1, 2019