Job ID: 1228787
Location: Rochester Secondary College
Department: Rochester Secondary College
Role Type: Secondary Teacher/Targeted Financial Incentive
Full/Part Time: Full-Time
Ongoing/Fixed Term: Ongoing
Classification: Classroom Teacher
Apply By: 06/22/2021
Begin Date: 07/12/2021
Contact Name: Chris Sanders
Phone: 03 5484 1844
School Website: www.rochsec.vic.edu.au
Rochester Secondary College empowers all students to grow academically, socially and emotionally. We provide a respectful and nurturing environment with strong community links to produce collaborative learners that think deeply.
The College values are Growth, Respect, Optimism, Wellbeing and Support. Join the journey as every child GROWS at Rochester Secondary College.
Rochester Secondary School is a rural school with around 300 students. It is set in picturesque grounds within the Rochester township and sits alongside the Rochester Primary School.
The focus of the College is to support our students to learn effectively and to develop positive attitudes and behaviours. We endeavour to provide the kind of environment that will effectively nurture their development and a feeling of belonging or connectedness to school.
The recent addition of a new interdisciplinary centre at Rochester Secondary College, with a focus on Science and Arts, has revitalised the school and helped to increase engagement and student pride.
The College has always had a strong VCE program and has recently revamped their VCAL program to enhance student engagement. This along with our continued offering of VETiS subjects, school based apprenticeships and a Headstart program ensure that students are given every opportunity to succeed when they finish school. Our focus is on keeping all students engaged and interested in their education so they stay on to successfully complete Year 12. We have a very high success rate of students being offered places into University and TAFE, being offered apprenticeships/traineeships and gaining full-time employment. Students are offered a comprehensive range of pursuits that complement classroom programs. These include the Year 7 Induction / Orientation program, sports, camps and excursions, pre-driver education, local and city-based work experience, step-up program, public speaking and debating. Our Duke of Edinburgh program offered at Year 9 is highly sort after and offers great opportunities for our students, it provides many opportunities for community connections. We offer an extensive sporting program and enjoy success in many sporting domains. Our Campaspe Academy of Sport enables students to further develop their skills under the guidance of expert coaches.
For more information about the college please visit our
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 behaviors 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 organization 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.