|Location||Cohuna Secondary College|
|Department||Cohuna Secondary College|
|Role Type||Secondary Teacher|
|Contact Name||Fiona Miller|
|Phone||03 5456 2555|
Cohuna Secondary College, with an enrolment of 195, services the rural town of Cohuna and adjacent communities. Cohuna is located on the Murray Valley Highway on the banks of the Gunbower Creek. The area offers the potential for varied recreational activities and is abundant with many natural features. The community has access to a wide range of sporting facilities and offers a relaxed lifestyle. Cohuna is central to a highly productive irrigation and dairying industry and has a range of businesses in town that support such industry.
The College has extensive grounds (10 hectares), which provide both active and passive recreational opportunities with large ovals and an ECA Centre that houses two basketball courts, a facility that is also used by the local community. We have modernised and refurbished several buildings. We have up-to-date e-Learning resources, including 3D printers, interactive whiteboards, data projectors and other devices to support effective teaching and learning in the 21st Century.
An extensive elective program operates in the Middle School with many Year 10 students choosing to study a VCE or VET subject. We follow the Victorian Curriculum structures at 7 – 10 level. Staff are working on curriculum development through a shared Teaching and Learning Architecture. NAPLAN results have been consistently strong for many years and current NAPLAN growth data reflects very positively on programs delivered at the college.
We offer an expansive program in the senior school with a large number of VCE units, VET options as well as offering School-Based Apprenticeships as a pathway option. We also offer VCAL and tuition through Distance Education and the Victorian Virtual Learning Network to support the broad range of programs offered in the senior school. This ensures students have ready access to tertiary studies and to diverse career opportunities.
Continuing success in formal studies, in sport and extra-curricular activities exemplifies the College's emphasis on quality of life education. Theatre Restaurant musical productions, involvement in the Advance (Future Leaders) program, Cambodia alternative schoolies, regional Youth Council and the growth of music and our Concert Band are all examples of the opportunities provided for our students. Our students enjoy access to an extensive and varied camp and excursions program, a public speaking forum, debating, work experience, special education programs, support for students with disabilities and impairments and inter-school sport.
Our staff work and learn together in collegiate teams to maximise student potential through implementing highly effective teaching strategies.
We have strong community relationships that foster community respect for our students, building commitment and motivation and providing positive role modelling for all.
We aim to encourage each student to develop positive behaviour based on cooperation and mutual respect, with students taking responsibility for their own decisions.
We are a proud school with a proud history, and strive for excellence in all that we do.
At Cohuna Secondary College we:
Our motto is ' EXCELLAMUS - Let us Excel'.
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.