Job ID: 1222836
Location: Truganina P-9 College
Department: Truganina P-9 College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 04/18/2021
Contact Name: Lisa Foster
Phone: 9368 9800
School Website: www.truganinap9.vic.edu.au
Truganina College places its learners at the centre of all that we do. The college caters for the educational and personal needs of each learner by providing an environment that inspires learning, promotes positive relationships, security and a sense of belonging within a culture of pride and respect.
Officially opened in 2015 Truganina College is located within the City of Wyndham on the corner of Clearwood and Brigalow Drives, Truganina, MEL 203 B3. The area is believed to be named after Truganini, a full-blooded Aboriginal Tasmanian woman who spent a short time in the area. In 2015, the first stage of Truganina College provided classrooms for years P-6, art, music, information technology, science and staff administration. In 2016, the second stage involved construction of facilities for years 7-9, additional specialist spaces and a gymnasium. The school has a strong focus on effective transition from Early Learning Centres and to Senior Secondary education.
The College provides high quality programs ensuring breadth and depth in all curriculum areas. The key intent of the learning program is to ensure excellence and equity through the effective teaching of literacy and numeracy.
Staff work collaboratively in Professional Learning Communities (PLCs), which support a strategic and consistent approach to assessment, curriculum planning and differentiated teaching, and learning. Student learning data and evidence is carefully monitored and used to inform best practice.
The F-9 curriculum follows the expectations and guidance of the Victorian Curriculum using the Truganina College Instructional Framework and the High Impact Teaching Strategies. The College has a culture of high expectations and a clear focus on visible learning with strong learning growth for every student.
The design of learning environments reflects the specific requirements of all disciplines and supports a diverse range of active, student centred approaches that are based around the idea of 'learning to learn', emphasising such cross-disciplinary skills as critical thinking, problem solving, communication and team work whilst using information technology to support the learning. The College has a collaborative teaching and sharing of practice, distributed leadership and the development of learning programs that are age, stage and ability appropriate.
Improved connections between spaces provide opportunities for collaboration between staff and the strategic observation of staff members in action. It also facilitates teamwork and the important work of professional learning communities.
The learning environment does allow students to make decisions about their learning. Great learning environments create these opportunities by making learners responsible for their choices and empowering them with the spaces and options that can make those choices work. Student input into decision-making does occur.
Truganina College engages in partnerships, which support the learning and wellbeing needs of students at different developmental stages and the needs of families. Partnerships involve maternal health centres, kindergartens, local schools, and tertiary providers. The school is building strong links with the community. The learning process is a joint effort between the school and the families. The language of learning is used in all interactions with the community.
When applying for a position at Truganina College, applicants need to consider the opportunities and flexibility required in growing a new school. People with a strong passion for, and interest in developing a growing school and an understanding of the commitment required are encouraged to apply. The staff work closely with the Principal and the wider school community to embed the vision and strategic direction of the school.
SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.
SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.
SC6 A demonstrated knowledge, commitment and capacity to actively contribute to the development and implementation of Maths in Middle Years.
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.