Classroom Teacher - Secondary Mathematics and Science Year 7-12

Our school community's vision is to inspire a passion for learning and a commitment to excellence.

Our Values:

C    CURIOSITY          Demonstrating a positive attitude towards learning and a thirst for gaining new knowledge

A    ACHIEVEMENT    Continuously striving for the best outcomes in all areas

R    RESPECT             Showing courtesy and respect for each other and our College

E    EMPATHY             Creating and sustaining a safe and supportive community that is the basis for learning

At Bannockburn P-12 College student learning is our highest priority. We believe that all students can learn to their fullest potential. Our students will develop their individual talents and be actively engaged in their learning. They will have the opportunity to be curious and creative. We will collectively and collaboratively build a safe, orderly learning environment that promotes high standards. The pursuit of excellence is the shared responsibility of the whole school community. We will provide students with the tools needed for ¿Learning for Life¿.

Our College is organised into three sub-schools, Early Years (Prep-Year 4), Middle Years (Years 5 ¿ 8), and Later Years (Years 9 ¿ 12).  Within the Early Years there are composite classes in Years 1 & 2, and in Years 3 & 4 to accommodate the individual learning needs of our students. Each student has a Homegroup teacher and belongs to a Homegroup, Year level cohort, House, and Sub school.  This structure is used to strengthen relationships, promote connection to the College and provide well-being and academic support.  We have an extensive Homegroup program for all students, starting each day with a 20 min Homegroup session, which includes explicit teaching of Social-Emotional skills and the Respectful Relationships program.   The focus on relationships, beginning with the student and their Homegroup teacher, extends across the College to strengthen the partnership between the school and family in supporting students as individuals in their achievements.

Bannockburn P-12 College is located in the township of Bannockburn, 19 km west of Geelong, within the Golden Plains Shire, opening at the beginning of 2018. Our College provides education for primary years students in the local Bannockburn area, as there are local primary schools in the smaller nearby towns. Secondary education is provided in a wider area in the Golden Plains Shire including the neighboring townships.  Bannockburn P-12 College is the only secondary education provider in the Golden Plains Shire.  The College is co-educational, currently with 800 students, comprising of slightly more males than females, and growing to a long-term enrolment of approximately 1100. The College currently has a workforce of 104.46 FTE staff. including  86 FTE Teaching staff, 24 educational support staff and 7 Administration staff.

Bannockburn College is a Public / Private Partnership school.  The buildings are designed with contemporary learning environments that facilitate a student-centered learning approach. Each Learning Community features a variety of adaptable learning spaces with ICT a strong focus in each space. This allows teachers to design learning experiences that encourage students to move between different learning environments and groupings. These spaces include quiet spaces for teacher/student conferencing; tiered theatrettes for presentation style activities; flexible breakout spaces that allow for group and individual inquiry equally and specialist learning spaces to engage in the application of technical skills and competencies.  The College facilities include a two-court, competition standard stadium, food technology kitchens, wood and plastics technology, science, dance, music, and considerable outside areas incorporating playing fields, basketball/netball courts, and play equipment.

The College staff focus their efforts on teaching and learning excellence, high expectations and achieving exceptional outcomes for all students. Teachers plan in teaching teams, using student learning data to inform their planning and teaching. Curriculum and planning documentation is centrally stored and accessible to all staff. The recently revised College Instructional Model encompasses all subjects at all year levels. Curriculum leaders continue to work with teams on implementing our Guaranteed and Viable Curriculum for consistent planning and teaching to the stage where it is used extensively by all teachers and is a common approach.  Compass, Google Classroom and See-saw are used to support teaching and learning with the introduction of textbooks at secondary year levels this year. The Victorian Curriculum is delivered from Prep to Year 10 with French and Auslan languages offered. Both VCE and VCE VM units are offered in Years 11 and 12. Our Later Years elective subjects run on the basis of student choice, with Year 9 and 10 electives combined.  Students have the opportunity for acceleration in selecting VCE subjects in advance. Significant effort is placed on our Later Years course selection process to meet the needs of individual students, increasing their engagement in learning.

Students are supported in their learning by teachers catering to individual differences and ensuring we know each student as a learner and a young person.  Students have opportunities for additional support through Well-being staff in each Sub-school, Mental Health Practitioner in Schools staff, Chaplain, or external providers such as Headspace. Our PSD students are supported through ES classroom assistants and closely monitoring progress in order to continually adapt to the students' needs.

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    Demonstrated High Level Skills and capacity to contribute collaboratively across a P-12 College.

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.

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.

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 department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

The College presents an exciting opportunity for the College Leadership Team and staff to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students. 

The over-arching drivers in our curriculum are personalising learning and increasingly building each student¿s capacity to direct, influence and take responsibility for their own learning.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a growing school.

Important information for applicants

• Applications are strongly recommended to address the specified selection criteria. No longer than one page of standard 12 point text is suggested for each selection criterion.
• Personal and other information should not exceed 2-3 pages.
• The applicant¿s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
• The names and contact details of up to three referees are encouraged to be provided with the application or upon request. 
• Application attachments are preferred in PDF format. Microsoft Word (.doc or .docx) format is also acceptable.
• Compressed files such as .zip files are not compatible with the Recruitment Online system.
• Applicants must make every attempt to lodge applications through Recruitment Online.

In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at  *************@education.vic.gov.au Hard copy applications are not required or encouraged.

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.