Classroom Teacher - Maths/Science (Tfi 0133)

Classroom Teacher - Maths/Science (TFI 0133)Job posted: 19/12/2024
Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In 2024, 725 students are enrolled at the College supported by over 100 teaching and non-teaching staff. There is an equal gender balance, and the catchment area includes township primary schools, local private schools, and outlying primary schools, some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.
The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250-seat theatre, modern technology facilities, outstanding library, and extensive sporting arenas including a stadium are but a few examples. Swan Hill College continues its focus on information technology with the recent addition of the technology hub, which includes VR, 3D printers, and green screen.
The College Leadership Team comprises of the Principal, two Assistant Principals, the Business Manager, and seven Leading Teachers with specific portfolios.
The college has made a real commitment to improving literacy by introducing an intervention program and a reading program at Year 7 and 8. Similarly, our numeracy programs include scaffolding numeracy early years, a focus on problem solving, and a recent introduction of the online Maths Pathways program, with the focus in these areas being individual student growth.
Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College, we work together to achieve excellence and have high expectations of behaviour to create an environment that promotes individual academic and social growth. A clear set of behavioural expectations is developed around the school values of Respect, Responsibility, High Expectations, and Belonging.
The College has a well-developed and highly effective student wellbeing structure. The Student Wellbeing Team includes three counsellors, a chaplain, and a College nurse. Network support staff also support this team. Doctor in Schools commenced in 2018. The two sub-schools, Junior and Senior, allow for strong links and support with students and families and also promote a healthy team spirit about the school. A team of College Captains, Junior Captains, House Captains, and PBS leaders also supports the student body.
The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning. The program is very successful and has given many students the chance to continue their education.
The College provides a very broad curriculum and an array of additional programs. At the senior level, students choose from both the VCE and VM programs, and a large number integrate Certificate level studies from our extensive VET offerings. At the Middle School, a wide range of electives are offered with both an engagement and career pathway focus. Junior School students undertake a standard curriculum with a focus on General Studies and Maths/Science. The College offers an extensive Sport and Recreation program. The Performing Arts continue to grow, utilizing our state-of-the-art Harrison Theatre, with students studying Dance, Drama, and Music.
At Swan Hill College, we focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by high impact teaching strategies and the inquiry cycle, with a current focus on questioning and high reliability literacy teaching procedures.
Our College enjoys considerable parent and community support in our vibrant rural setting. Student engagement, aspirations, and welfare are the key focus for the College and wider community. The College is an accredited performance and development culture school, and professional development will be targeted to address these priorities.
The College's Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au
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 to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience, their 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 in defining 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-curricular activities.
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.
It is our policy to provide reasonable adjustments for persons with a disability.
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.
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.
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments.
Payments and support on offer, subject to eligibility criteria:
A commencement incentive payment (pro-rata for positions less than full-time) to the amount of:$25,000 (before-tax) if the position is for a school located within ` Inner Regional Australia (Vic.) ' , or$50,000 (before-tax) if the position is for a school located within ` Outer Regional Australia (Vic.) ' or ` Remote Australia (Vic.) '.Eligibility for Targeted Financial Incentive (TFI) program payments:
The successful candidate must be a new employee to this school.The successful candidate is committing to a minimum of 2 years of employment at this school.The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years.
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