Job ID 1242090
Location Terang College [Multiple Location Campus]
Department Terang College
Role Type Secondary Teacher/Targeted Financial Incentive
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 10/24/2021
Begin Date 01/28/2022
End Date 01/27/2024
Contact Name Kath Tanner
Phone 0448 671 111
School Website http://www.terangcollege.vic.edu.au/
Terang College is a dual campus P-12 school situated in the rural town of Terang with three sub schools; early years (years prep to 4), middle years (years 5 to 8) and senior school (years 9 to 12). Currently, the College has forty-eight staff, comprising of Principal class (principal and two assistant principals), two learning specialists (numeracy & literacy), three leading teachers, business manager, teachers and support staff.
Terang College has a stable enrolment of 350 (2019) which defies the trend of other schools in the Corangamite Network who are experiencing declining numbers. The College has an excellent reputation as a public P-12 College and is situated around 220 km west of Melbourne near Warrnambool. It has a long tradition of academic excellence and a very broad co-curricular program fostering the development of the whole person.
College Council is currently investigating the possibility of amalgamating the P-4 campus with the 5-12 campus to create a unique K-12 learning environment as recently the local kindergarten was relocated to the 5-12 campus site. The 5-12 campus also has two BER buildings (Science/Technology and Middle Years learning spaces) and Trade Training Centre.
The motto of Terang College ‘Together We Grow’ identifies aims of growing through a co-operative and sharing approach to developing each child. Terang College fosters and encourages:
The College promotes personal development and self-esteem of each student and the development of courteous, articulate and thoughtful attitudes is encouraged. The College pedagogy and programs aim to foster tolerance and respect of others as well as respect for the local and global environment but most importantly a respect for themselves in their learning and growth.
College Council promotes an expectation for parents to uphold the goals of the College and encourages their involvement in the education development of their children. Opportunities are made available for parents to participate in curriculum and College policy development through such groups as the Parents Association as well as sporting days and excursions
Terang College also aims to develop a whole community approach to education by cooperatively developing curriculum for the community to ensure a quality education for all students and to share the resources necessary to deliver that curriculum.
The College has invested in the professional learning communities approach to work in collaborative teams to transform the way we work to improve student outcomes. The College has a major emphasis on academic rigor and high expectations but overriding all others is the wellbeing of the students, staff and parents and ensures they become confident, contributing members of their communities. The College’s comprehensive, challenging academic curriculum encourages a strong work ethic. The students are polite and hardworking which has translated to either good VCE results that maximise students’ tertiary education options or numerous career opportunities for students and respect within the Terang and District community.
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.
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.