Design Technology, Wood/Metal Teacher - Epping Secondary College

  • Victoria State Government - Education and Training
  • Epping VIC, Australia
  • 04 Oct, 2021
Full time - Permanent Teaching - Secondary

Job Description

Job ID 1240194
Location Epping Secondary College
Department Epping Secondary College
Role Type Secondary Teacher/Targeted Financial Incentive
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Ongoing
Classification Classroom Teacher
Apply By 10/24/2021

Other Information
Begin Date 01/28/2022
End Date
Hours 38.00
Contact Name Brad Moyle
Phone 0413 533 227
School Website www.eppingsc.vic.edu.au

Location Profile

VISION

At Epping Secondary College (ESC) we are deeply passionate about developing self-directed learners who believe in themselves, and are empathetic global citizens who strive for excellence.

The school motto "Learning for Life" has continued to underpin the school's vision and direction. At Epping Secondary, we are deeply passionate about developing self-directed learners who believe in themselves, and are empathetic global citizens who strive for excellence. We want to become known for providing tailored opportunities and a challenging learning environment that supports a culture of aspiration and achievement. Our aim is to develop students that are literate, numerate, critical and creative thinkers with agency for managing their behaviours and engaging with their learning.

Epping Secondary College will continue to focus on all students being empowered to achieve success. We aim to further strengthen the approaches implemented that cater for the diverse needs, achievements and strengths of every individual. Providing success for all students through a diverse and extensive range of course offerings from Year 10 onwards through our VCE, VCAL and VET offerings, a highly successful vocationally-oriented Year 10 Pathways program as well as structured opportunities for acceleration will continue. Furthermore, the ACE High Achievers Program, Math Pathways differentiated Math approach and whole school focus on differentiation, has supported all students in achieving success and building on their strengths.

VALUES

The College values which underpin our behaviours and practice are:

  • Commitment – being responsible for our learning and behaviour and always striving to improve
  • Honesty – being sincere, genuine, open and truthful to ourselves and others
  • Fairness – developing an understanding that we are all different yet all equal and treating others sensitively and justly
  • Respect – developing an understanding that all individuals are unique and can make valuable contributions to the community
  • Perseverance – building a sense of determination and optimism when faced with challenges in learning and life.

WORKFORCE

The 2021 staffing profile comprised approximately 124 staff (effective full time), including 4 Principal class, 6.8 Leading Teachers, 6 Learning Specialists, 76.2 teaching staff and 30.4 Education Support staff. The school workforce currently contains no identified indigenous employees.

LOCATION

Epping Secondary College is a co-educational 7-12 college established in 1976. Epping is a northern suburb of Melbourne, Victoria, Australia, located 20 km north of Melbourne's Central Business District. It's local government area is the City of Whittlesea. The suburb of Epping has seen substantial growth at a rate of 9.1% which has had a significant impact on the growth of student numbers.

SIZE & STRUCTURE

The student population at Epping Secondary College has remains steady at 1260. Epping Secondary College is physically organised in year level units to better support students through their different stages of growth as well as provide a sense of belonging and wellbeing. The Year 7 Unit supports transition through concentrated staffing and orientation programs. Discrete Year 8 and 9 precincts provide targeted support for academic and social growth and cohesion.

At Year 9 all students are involved in the Community Elective which builds citizenship through community volunteering. At Year 10, students are introduced to an extended elective program aimed to engage with students interest as well as provide rigorous learning that leads directly towards later years. In addition to this, the college offers an Alternative Pathways program for Year 10 students to cater for the needs of students exploring a range of Pathways.

The Senior Unit and the VCAL precincts are resourced to assist students with designing flexible and individualized courses and programs, accessing VET studies (Vocational Education and Training) as well as university-based extension programs. The Future Directions Program at the senior years caters for students requiring additional support with Literacy, Numeracy and Personal Development as they undertake a differentiated Applied Learning Pathway.

The ACE program (Acceleration Cluster Education) is a cluster grouped acceleration strategy that ensures that high achieving students are able to access challenging curriculum within the supportive environment of a class of similar aged peers.

In order to engage and support students who are at risk of not attending school, the college has been offering the Learning Support program. This program has been developed to address the needs of students with literacy, numeracy, engagement and attendance concerns.

A critical component of educating the ‘whole’ child at Epping Secondary College involves the implementation across the School of Positive Education, an approach introduced primarily through the "Learning for Life" Curriculum at years 7-9 and the POD Program in the senior years as well as across the school curriculum and culture.

The Student Achievement Coordinators are an additional support for students as well as building staff capacity to analyse data in teams and collaborate in designing interventions for students. Maximising teacher collaboration to co-create, evaluate and document curriculum programs in line with the Victorian Curriculum is a key focus of the college moving forward along with continuing to broaden curriculum design so as to address the needs of all learners. Epping SC has a team of six (6) learning specialists. The role of Epping SC Learning Specialists is to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

OVERSEAS STUDENT PROGRAM

Epping SC is a safe, friendly and welcoming study destination, offering international students an enviable lifestyle that nurtures success and the confidence to take steps forward in life. In 2020 the school offered places for all year levels (7 to 12) and enrolled a total of 10 international students. Countries represented were India, Sri Lanka, Vietnam, China and Nepal. The school has capacity for 20 international students. Our international students are here in Australia with their families studying the Victorian Curriculum or Victorian Certificate of Education.

SOCIAL & ENROLMENT CHARACTERISTICS

Epping Secondary College has a diverse and multicultural community with students representing over 35 nationalities. As part of our 2020 enrolment, we had 22 Aboriginal and Torres Strait Islander (ATSI) students, forty percent of the student population have English as an additional language, providing us with 77 EAL students (funded English as an Additional Language) and 10 international students. The Student Family Occupation and Education (SFOE) Index for the college in 2020 is 0.5076. The college provides support for 26 funded students under the Program for Students with a Disability (PSD).

Selection Criteria

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.

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-curricular 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 classrooms 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.

Subject

Construction, Engineering, Architecture, and Design

School Type

Secondary

Job Closing Date

24 Oct, 2021