Department of Education Victoria – Melbourne VIC
2d ago, from Department of Education & Training Victoria
Overview
Broadford Secondary College's vision is to give every person, every opportunity, every day.
Our college community embraces our values – Respect, Responsibility, Organisation, Persistence and Excellence.
Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.
Broadford Secondary College is a co-educational college located in the township of Broadford, 70km north of Melbourne.
The college draws students from Broadford Primary School and surrounding primary schools, including Kilmore-Wandong, Pyalong, Tallarook and Willowmavin.
In **** the school's enrolment is 788 students divided into three sub-schools: Junior, Middle and Senior.
The college is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework to develop school-wide systems for promoting positive behaviour to support powerful learning, and a school-wide behaviour (SWPBS) matrix has been constructed by staff.
The action plan aims to establish consistency of teachers' understanding and practice, supported by ongoing professional learning, and by explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.
The school motto is 'aspire, strive, achieve'.
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level.
The college offers a wide curriculum including VCE, VCEVM, VCAL, VET, applied and accelerated pathways.
VET courses offered on site include Building and Construction, Sports Coaching and Engineering; other courses are delivered at TAFE colleges which are easily accessible by public transport.
Staff have developed the 'Broadford Secondary College Instructional Model', a framework for high quality teaching based on current educational research including the High Impact Teaching Strategies (HITS) and designed within the context of our students and school community.
Staff engage in regular and structured professional learning and work collaboratively in Professional Learning Communities (PLCs).
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.
Broadford Secondary College provides a child-safe environment.
The school actively promotes safety and wellbeing of all students, and all staff are committed to protecting students in accordance with the Child Safe Standards.
We promote the safety, wellbeing and inclusion of all children, including those with a disability.
The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the college.
A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year.
This process allows for a smooth, well-planned community-based approach.
The college also runs a Flexible Learning Option program for 15 students aged ***** years – an off-site alternative learning setting supported by BSC that enrols students in VET courses and offers literacy and numeracy units.
Selection Criteria
SC1 – Demonstrated knowledge of the relevant curriculum, including the ability to incorporate 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 programmes 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 programmes to achieve specific student outcomes.
The classroom teacher engages in critical reflection and inquiry 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 programme beyond the classroom increases.
All classroom teachers may be required to undertake other duties in addition to rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Range 2 Classroom Teacher
Range 2 teachers play a significant role in improving 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 in defining quality teacher practice.
Responsibilities for Range 2 teachers include:
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 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.
Range 1 Classroom Teacher
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 programmes to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for effective delivery of their programmes.
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 programmes and assist in the implementation of school priorities.
The focus is on classroom management, subject content and teaching practice.
New entrants to the teaching profession in their initial years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that 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
Direct teaching of groups of students and individual students;
Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service.
We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.
It is our policy to provide reasonable adjustments for staff with disability.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via the Department email address.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if successful, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Child Safe Standards
Victorian government schools are child-safe environments.
The school actively promotes the safety and wellbeing of all students, and all staff are committed to protecting students from abuse or harm in the school environment, in accordance with 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 the Department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
The Department'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 Department values is available at .
Other Information
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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 programmes will be provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at .
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class, the person must have provisional or full registration approved by the Victorian Institute of Teaching.
If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programmes in Australia: Standards and Procedures'.
A person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July **** must also 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 ITE programme completed by the person).
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