Secondary English Teacher

Bright P 12 College

Bright, VIC

Posted 8/13/2019

Bright P12 College

Including - Dinner Plain Campus


School Profile


Purpose Statement:

We exist to provide a stimulating learning environment that enables every student to build core skills and pursue opportunities for achievement and excellence in order to best prepare them for their individual life journeys.
The College, situated within a unique natural environment and bolstered by an inclusive, supportive community, continuously strives to nurture the health and wellbeing of each student and staff member while fostering creativity, inspiring growth and building capacity and character.


College Values:

Bright P-12 College is committed to providing a culture of inspiration, wellbeing and achievement amongst students and staff in their academic, creative, social, citizenship and sporting pursuits.

To cultivate and nurture this environment “To the Highest,” Bright P-12 College has embraced a code of values that each student and staff member is expected to demonstrate through their everyday behaviours.

We are proud to share the Bright P-12 College Values and corresponding guiding behaviours as follows:


Location:

The College is set in 10 hectares of landscaped grounds in the tourist township of Bright, which is situated in the picturesque Ovens Valley, 310km north east of Melbourne. The nearest major city, Wangaratta is 80 km to the west and Albury/Wodonga 110km north-west. Magnificent Alpine country and river valleys offer a wide variety of year-round activities including skiing, bush walking, bike riding and a wide range of sports.

The College's population comprises approximately 240 primary and 220 secondary students enrolled from the Bright township and the neighboring towns of Porepunkah, Harrietville and Wandiligong. The College and Primary schools in these towns form the Alpine Cluster, and work cooperatively on transition, sports programs, visiting artists and a range of common interests. The College also operates a campus at Dinner Plain during the winter ski season that caters for students living on the mountain during this time.

The College coordinates 4 buses, which transport students from the Buckland Valley, Ovens, Harrietville, Wandiligong and Porepunkah. Approximately 140 students (P-12) are transported daily.

Demographics:

The College began as a primary school on its present site in 1865. The original handmade brick building constructed in 1876 is still utilised. The evolution to a P-12 College in the 1990s followed a long period as a primary school and Higher Elementary school.

The major industry in Bright is tourism, replacing tobacco and timber that were the major agricultural industries. Fruit, nuts and wine grapes are now established primary industries. Due to the changes in technology and work, has enabled many families to make a tree-change to Bright and often relocating their workspace to the area.

The college caters for students funded through the Students with Disabilities Program. These students range from Level 1 to Level 4.

Other Significant Factors:

There is a strong commitment to providing a wide range of programs, including:

  • An Arts & Technology program incorporating music, visual arts, visual communication, wood/metal technology, food and fabric and instrumental & classroom music
  • Outdoor Education programs from Year 9 to Year 12.
  • Opportunities to represent the school in various competitive sporting events.
  • VCE programs are currently enhanced with VET Engineering, Hospitality, Beauty, Building & Construction, Music, Health Services and Sport & Recreation.
  • Careers advice and support from Year 9.
  • Skiing and snowboarding, including a Race Team which competes at State and National levels

Strong parent and community support is evident in classrooms, through involvement in fundraising activities and membership of College Council and its sub-committees. This support is evidenced in the primary area for the delivery of Literacy programs. The College has developed strong relationships with many community groups within the local area.


The College runs an extensive Languages program from Prep to Year 12:

  • Japanese immersion program in lower Primary year levels, with Japanese being studied right through Primary school
  • Japanese, German and Indigenous Studies in the Secondary area.
  • Exchange programs to Japan and Germany by students, teachers and parents.
  • 3 month German scholarship Program
  • Cultural immersion program to Wadeye in the NT
  • The engagement of language assistants to support delivery of programs.

An Outside School and Vacation Care Program provides a valuable service to families and is managed by Alpine Children’s Services.

The school’s canteen provides nutritious food, mostly homemade, utilising seasonal ingredients. The kitchen garden also supplies fruit, vegetables and herbs to the canteen.


Selection Criteria


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.



Role


    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:
  • Have the content knowledge and pedagogical practice to meet the diverse needs of all students
  • Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
  • Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
  • Supervise and train one or more student teachers
  • Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

  • 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.


Responsibilities


    The role of classroom teacher may include but is not limited to:

  • Direct teaching of groups of students and individual students;

  • Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

  • Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

  • Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

  • Undertaking other non-teaching supervisory duties.


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



DET Values


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



Other Information

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Conditions of Employment

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Program Benefits

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To view and apply for this job on the web visit:

http://www.gippslandeducationjobs.com.au/job/12606878