Classroom Teacher - English/Humanities

At our College, we are committed to a quality, first-class education that encourages its young people to develop the skills required to thrive in an ever-changing, global community.
For our young people to achieve at a high level, they need to be supported by their community, students, staff, and parents. At Officer Secondary College, we foster strong, positive partnerships that put the student at the centre and believe learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion, and support.
We value academic pursuits and take pride in helping our students to develop solid core values, and an appreciation of the world around them. We encourage students to be inquisitive and think critically, be creative, view issues and problems from a range of perspectives and to see learning as an ongoing adventure. We promote and cultivate independent thought and the building of character. This enables students to contribute to their communities in a meaningful and positive way. Our students are supported to expound our college values- Excellence, Inclusion, Respect, Creativity, Critical thinking, and Global Citizenship and uphold our College's motto, "Learning Together, Learning to Lead, Together we Inspire".
Our teaching environment is designed to maximise student learning by creating a calm and orderly learning environment. We thrive in designing spaces that value student attention and allow our students to achieve the best possible outcomes.
Our teachers work collaboratively across the College to ensure that the curriculum is delivered in a consistent teacher/student centered format which allows students to learn in a supportive environment to consolidate and then build on their understandings to become confident learners.
Additional support is available to students to revise concepts or to further extend their knowledge, this ensures every opportunity is given to all students to achieve their potential.
Having a highly committed staff and supportive community provides us with the optimum conditions for success.
Learning CommunitiesTo facilitate Student support and allow each student to be known and feel connected, Officer Secondary College has implemented four Learning Communities. Each Vertical Sub School is made up of students from Year 7 - 10. These Learning Communities, are supported by Sub School Learning Culture Leaders, Learning Community Leaders and Learning Community Teachers, foster an encouraging and friendly atmosphere in which students can learn effectively, and focus on preventing problems before they occur. Each Learning Community will foster the junior and senior years and allow students to build friendship groups, work with peers and develop relationships within their Learning Community.
Each Learning Community Leadership team also includes a Learning Specialist who supports the teachers in the Learning Community to improve their practice and a Wellbeing Team member, who ensures each student's emotional needs are met. All teachers are assigned to a Learning Community and teach the students in this Learning Community. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community from Year 7 to 10 at Officer Secondary College, which allows Sub School Learning Culture Leaders and Learning Community Leaders to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student's families as the need arises.
In Year 11 students transition from the 7 -10 Vertical Sub School to the Senior Sub School. This allows a dedicated team, again lead by a Sub School Leader and a Year 11 Learning Community Leader and a Year 12 Learning Community Leader.
At Officer Secondary College our focus is on developing student's confidence and leadership qualities. We cultivate a nurturing atmosphere, empowering students to embrace challenges, whether within academic pursuits, in sports, student leadership, the Performing Arts and Instrumental Music. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.
At Officer Secondary College there are many opportunities for active participation. Student Leadership positions result from a rigorous process involving written applications, interviews, and student voting, fostering holistic school engagement. There are a variety of responsibilities and activities that the student leadership team are involved with during the year, with a particular emphasis upon building their capacity as leaders. These opportunities allow students to enhance their leadership skills, to experience success and meet challenges which build self-confidence and resilience and to build on the six school values: Creativity, Inclusion, Respect, Excellence, Critical Thinking and Global Citizenship.
Officer Secondary College has Gold recognition of SWPBS. We are extremely proud of our staff, students, and community as we continue to create a positive school climate, a culture of student competence and an open, responsive management system for all members of the College.
Please ensure that your application includes:a resume including relevant experience as well as personal details (name, address, email address and contact numbers, business and home)a section addressing the selection criteria and the requirements for application under the Who May Apply sectionnames and contact numbers (telephone and email if possible) of at least two refereesPlease note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION Selection CriteriaSC1 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.
RoleThe 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.
ResponsibilitiesThe 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 ApplyTeachers 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 CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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 StandardsVictorian 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:
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.
VIT LANTITETo 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.
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