Springside West Secondary College is a new school being established in the growth corridor of the north western suburbs in the new suburb Fraser Rise. It is anticipated that the school will grow to an enrolment of over a thousand students by the start f 2021.
The school opened at the beginning of the 2018 school year with an enrolment of 171 students- 35 in Year 10 and 136 in Year 7. In 2019 the enrolment profile of the entire school grew to over 400 students, with cohorts at Years 7, 8, 10 and 11. In 2020 the school grew to an enrolment of 740 students with a full program of years 7-12. In 2021 it is anticipated that the enrolment of the school will grow to around 1000 students.
The design concept of Springside West Secondary College is contemporary, reflecting education research in exemplary learning settings.
Students are housed in Learning Neighbourhoods, with their core teachers. There is full access to 21st Century learning tools through internet connectivity. Built facilities include: one Learning Neighbourhood and the Arts & STEM building, with an enrolment capacity of up to 500 students built in 2017; two additional Learning neighbourhood buildings, a Performing Arts and Music centre and a Gymnasium built in 2018-19. The total capacity of the permanent buildings is 1200 students, with an estimated peak enrolment of more than 1500 students in coming years. Relocatable classrooms will be required to cater for this enrolment growth.
Springside West Secondary College is dedicated to developing an inclusive high achieving culture. We strive at all times to know our students and direct their learning in accordance with our school values: Growth: We are motivated learners, always striving for personal development and academic excellence; Challenge: We take responsibility for our learning and seize new opportunities with determination and optimism; Community: We treat all members of our community with respect and are responsible for our actions and environment.
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.
SC6 Capacity to teach complex areas of mathematics in depth and in a way that engages students.
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-curricula 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.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
The successful applicant will be a versatile Mathematics teacher with the capacity to teach to Year 12 in Math. A passionate dedication to numeracy and the way the study of mathematical concepts and problem solving can enrich the lives of students is central to the role of being a Mathematics teacher at Springside West Secondary College. As the school develops and grows the importance of building a strong foundation of numeracy among a wide variety of students will be essential in this role. Mathematics learning area staff at Springside West Secondary College will be skilled at working effectively in learning teams and will have a commitment to using this approach to refine and share ideas. High achievement in Mathematics is central to the work of teachers in this role; teachers will be able to extend and enrich the mathematical abilities of high achieving students. Springside West SC is a maths pathways school and the successful applicant will be comfortable with supporting differentiation in the classroom using this online program. The successful applicant will have a proven capacity to work with a diverse range of students to deliver high quality outcomes and will be exceptionally capable in the area of working as a member of a professional learning team. Note: there is a staff dress code with which staff are asked to abide.
Contact John Goodman at John.Goodman@education.vic.gov.au or by phone on 8357 7103 if you have any questions about this role.
Applications are due by the 7th of February 2021. There is an online tour and key documents relevant to this role in the recruitment information section under the tab school on the SWSC website: https://www.swsc.vic.edu.au/
Conditions of Employment
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.