Job ID 1238119
Location Edgars Creek Secondary College
Department Edgars Creek Secondary College
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Ongoing
Classification Classroom Teacher
Apply By 09/20/2021
Begin Date 01/28/2022
Contact Name Joanne Camozzato
Phone 03 9134 8200
School Website www.edgarscreeksc.vic.edu.au
Edgars Creek Secondary College opened in 2018 and is located in Epping North/Wollert. It is a co-educational school that will form part of a wider education and community precinct, which along with the secondary college will include a primary school, a community activity centre and a council reserve. The school has a state-of-the-art STEM building, with a series of science labs, flexible break-out spaces, and material tech and digital technology learning spaces. The spaces have been specifically designed to cater for contemporary teaching and learning approaches with a focus on interdisciplinary project-based learning in the areas of design, technology and the sciences. Edgars Creek Secondary College also includes an additional two-storey administration and library resource centre. Edgars Creek Secondary College is designed to be a school that is an important piece of community infrastructure with its facilities being used in the future for the delivery of both educational programs and community projects.
The College is now in its fourth year with over 700 year 7 – 10 students, it will grow year level by year level with the first Year 12 cohort in 2023. The College was allocated $22,800,000 in capital works funding in the 2019 State budget. This will enable the construction of Stage 2 buildings which will include specialist Food, Performing and Visual Arts, Media and Recording Studio, Ceramic, Textile, and Sports Hall facilities along with a Learning Communities classroom building. The facilities will be ready for the 2022 academic year.
Edgars Creek Secondary College is a school that provides all young people with the opportunities to be passionate about learning, innovative and creative with their learning while developing a strong sense of community and global responsibility.
Edgars Creek Secondary College is to provide an educational experience that will not just prepare students for future pathways in the 21st Century but stimulate students to see the possibilities for innovation and inspire them to create their own unique opportunities for the future be it through further education, training or business enterprises.
Edgars Creek Secondary College aims to equip all young people with the skills and capabilities they need for economic, social and cultural success in the 21st century. The personalized learning needs of all young people will be catered for via a highly differentiated curriculum. This will be supported by the use of evolving technologies, collaborative and problem-based learning and strong literacy and numeracy core skills. Students will build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program.
At Edgars Creek Secondary College the expectation is that all teachers are committed to collaborating in a multidisciplinary way while working in a professional learning community. All teachers are expected to develop and/or demonstrate a deep understanding of the College’s pedagogy (e.g.use of High Impact Teaching strategies; the work of Hattie and Marzano; data analysis) and the ability to action the delivery of a guaranteed and viable Victorian curriculum. The College has begun to develop a coaching and peer observation model which contributes to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers will embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching all students behaviour expectations and routines. All staff work in partnerships with parents and families to provide ongoing feedback about student learning growth and wellbeing.
Since the foundation year, the College has made a commitment to building the literacy and numeracy skills of all students. The College is committed to expanding a strong independent reading focus at Middle school which is complemented by a sophisticated library program. The College's Middle School students have been engaging with the Scaffolding Numeracy in Middle Years framework which provides the opportunity to both support and extend students in mathematical skills, and most importantly critical and problem solving skills in relation to both Mathematics and Science. All students participate in a weekly Wellbeing Program and House activity program. In 2019, the College introduced a Spanish Language Program, Library Program and the curriculum areas of Food and Design Technology. The College continues to build partnerships with DET education programs and external providers such as: Whittlesea Tech School; and the Victorian Schools Space Education Centre.
Teaching and Learning
The College has a continuing strong focus on establishing a strong Professional Learning community culture supported by an inquiry model of investigation. Collaborative planning is supported through weekly PLC meetings and the roles of the Assistant Principal - Curriculum and Pedagogy, Learning Specialist and Instructional Leaders along with the use of three external coaches/critical friends to build teacher capacity. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.
Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The College strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school. During 2019 the College established a School Wide Positive Behaviour working party which lead the development of the expectations behaviour matrix; the role of the Home group and classroom teacher and House points and rewards system. The importance of the school values in helping to create a safe and positive climate for learning has been communicated by regular assemblies; newsletters, social media, use of awards and acknowledgements and direct instruction to students.
Student Voice and Agency
The College has established a culture of learning where the use of Learning progressions and Developmental rubrics is part of how staff support individual learning and develop differentiated tasks. The College prides itself on the focus on an increase in formative assessment and an ongoing emphasise on learning growth. Students have begun to increase their input into developmental rubrics thereby taking further responsibility with their learning.
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 An understanding of current educational approaches to Teaching and Learning in a 21st century environment, including the use of adaptable learning spaces, collaborative planning and expertise in the use of student agency and voice in the classroom.
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-curricular 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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.