|Location||Hawkesdale P12 College|
|Department||Hawkesdale P12 College|
|Role Type||Secondary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Classification||Graduate Teacher Program|
|Contact Name||MR COLAN DISTEL|
Hawkesdale is located in south-western Victoria in an area surrounded by Koroit, Port Fairy, Woolsthorpe, Macarthur and Penshurst. The town is about 42 Kilometres north of Warrnambool in an area dominated by a mix of farming and agriculture related activities.
The school offers a comprehensive curriculum for 13 years of schooling that aims to address the learning needs of students in a stimulating and supportive environment. The curriculum is further enriched by the specialist program and a broad range of extracurricular activities. Included in these are the Hands on Learning Program, Hawkesdale volunteering program and 2 weeks of year 11 work experience; one of which is in Melbourne. In the later years, the senior school offers students a variety of vocational and academic pathways for students; VCAL, RIST, VET, and VCE.
Our school is committed to providing a safe, secure and stimulating learning environment for all students. Students can reach their full educational potential only when they are happy, healthy and safe, and when there is a positive school culture to engage and support them in their learning. Our school acknowledges that student well-being and student learning outcomes are inextricably linked. We have high expectations for our students and deliver an intellectually rigorous curriculum with multiple pathways appropriate to adolescents in the 21st century. Our school has become more multi-cultural in recent years with 10% of our students being identified as EAL (English as an additional language) in 2020.
We seek to promote these values throughout the curriculum, in co-curricular activities, and in our daily operations. We explicitly teach social and emotional learning strategies across years F-9 and use the Bounce Back program (a well-being and resilience program) to supplement and support this learning. The key concepts of the program are core values, people bouncing back, courage, looking on the bright side, emotions, relationships, humour, no bullying and winners.
The school well-being team consists of the principal, assistant principal, special programs leader, Primary Coordinator, Primary PSD coordinator, secondary school nurse and a school chaplain. Students have access to a psychologist from Headspace to support more complex needs. Systems are in place to monitor students and provide support when needs are identified. The school provides a supportive environment that values diversity, promotes equity and is not tolerant of any form of bullying.
The programs of, and teaching in, our school support and promote the principles and practice of Australian democracy, including a commitment to:
Parent and staff opinion survey data indicate that percentage of positive responses is above state average for both.
2020 School staff was comprised of 2 Principal Class, 20 Teaching staff and 13 Education Support Staff. 16 staff were full-time and 19 part-time. Our enrolment in 2021 is 171 students.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
Conditions of Employment
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.