Truganina College places its learners at the centre of all that we do. The college caters for the educational and personal needs of each learner by providing an environment that inspires learning, promotes positive relationships, security and a sense of belonging within a culture of pride and respect.
Officially opened in 2015 Truganina College is located within the City of Wyndham on the corner of Clearwood and Brigalow Drives, Truganina, MEL 203 B3. The area is believed to be named after Truganini, a full-blooded Aboriginal Tasmanian woman who spent a short time in the area. In 2015, the first stage of Truganina College provided classrooms for years P-6, art, music, information technology, science and staff administration. In 2016, the second stage involved construction of facilities for years 7-9, additional specialist spaces and a gymnasium. The school has a strong focus on effective transition from Early Learning Centres and to Senior Secondary education.
The College provides high quality programs ensuring breadth and depth in all curriculum areas. The key intent of the learning program is to ensure excellence and equity through the effective teaching of literacy and numeracy.
Staff work collaboratively in Professional Learning Communities (PLCs), which support a strategic and consistent approach to assessment, curriculum planning and differentiated teaching, and learning. Student learning data and evidence is carefully monitored and used to inform best practice.
The F-9 curriculum follows the expectations and guidance of the Victorian Curriculum using the Truganina College Instructional Framework and the High Impact Teaching Strategies. The College has a culture of high expectations and a clear focus on visible learning with strong learning growth for every student.
The design of learning environments reflects the specific requirements of all disciplines and supports a diverse range of active, student centred approaches that are based around the idea of 'learning to learn', emphasising such cross-disciplinary skills as critical thinking, problem solving, communication and team work whilst using information technology to support the learning. The College has a collaborative teaching and sharing of practice, distributed leadership and the development of learning programs that are age, stage and ability appropriate.
Improved connections between spaces provide opportunities for collaboration between staff and the strategic observation of staff members in action. It also facilitates teamwork and the important work of professional learning communities.
The learning environment does allow students to make decisions about their learning. Great learning environments create these opportunities by making learners responsible for their choices and empowering them with the spaces and options that can make those choices work. Student input into decision-making does occur.
Truganina College engages in partnerships, which support the learning and wellbeing needs of students at different developmental stages and the needs of families. Partnerships involve maternal health centres, kindergartens, local schools, and tertiary providers. The school is building strong links with the community. The learning process is a joint effort between the school and the families. The language of learning is used in all interactions with the community.
When applying for a position at Truganina College, applicants need to consider the opportunities and flexibility required in growing a new school. People with a strong passion for, and interest in developing a growing school and an understanding of the commitment required are encouraged to apply. The staff work closely with the Principal and the wider school community to embed the vision and strategic direction of the school.
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.
SC6 A demonstrated ability to provide a teaching pedagogy that is reflective of 21st century designs and develop an exceptional culture of learning
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:
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:
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 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
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.