Classroom Teacher - Science / Biology

Location: South West Region | Warrnambool
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1459456
Location ProfileDear Applicant,
Thank you for your interest in the advertised position at Warrnambool College.
At a time of exciting growth and continuous school improvement, this is an excellent opportunity for a highly motivated, dynamic professional to be part of our team.
At Warrnambool College, we achieve success through persistence, resilience, and mutual respect.
The College values are resilience, strength, mutual respect, courage, trust, global learners, honesty, accountability, and persistence.
Our moral purpose is to improve educational outcomes and opportunities not just for our students, but for every student.
Based on this ethos, we promote the ideal that every Warrnambool student should thrive.
School ProfileWarrnambool College is a Year 7-12 secondary school situated within parkland in the eastern area of the city of Warrnambool.
Students from the City of Warrnambool and the surrounding rural districts attend the school, which has a stable student population of more than 1150 students with boys and girls in approximately equal numbers.
Our staffing profile of approximately 150 members includes 3 Assistant Principals, 20 Leading Teachers, teaching and education support staff, wellbeing team members, and a separate reengagement staffing complement.
Warrnambool College strives to provide quality pathways for all students.
School Values, Philosophy, and VisionThe primary aim of Warrnambool College is to prepare students for life as active, happy, healthy citizens.
We provide opportunities to develop the academic, social, and personal skills which will allow them to participate in and contribute to the community as competent and informed global citizens.
Our College recognizes and strives to meet the individual needs and educational requirements of all students.
We make a strong commitment to child safety and consider this the duty of all child-related staff workers.
Warrnambool College offers an educational program which is diverse and interesting and allows students to experience success in an environment which is safe and supportive.
We are innovative in curriculum development and always look to provide a contemporary, relevant program.
This practice is reflected across the College as a whole, and all teaching staff take part in Professional Learning Teams.
The daily structure of the school operates on a four-period day; each period consists of 70 minutes.
The Warrnambool College Way outlines the school's vision and values.
This is integral to the work that we do and is the foundation of our school community.
Students, staff, and members of our school community are encouraged to live and demonstrate our core values of respect, integrity, and kindness at every opportunity.
Our school's vision is to empower students to reach their personal best and fully equip them to contribute positively to society as happy, healthy young adults.
Our narrative is to work towards 'Every Warrnambool student thrives'.
Our value statements are persistence, resilience, and mutual respect.
These are embedded into our SWPB framework, student management policies, and Attitude and Effort reporting structure.
Student WelfareWarrnambool College has a student welfare structure which is based upon the organization of students into six House Groupings.
Each House has a House Leader supported by two Assistants.
There is a strong focus on Pastoral Care.
Our College Wellbeing Centre encompasses our Wellbeing Coordinator, Student Counsellors, 'Big Life' program coordinator, School Nurse, and Speech Pathologist who all play a vital role in caring for students at all year levels.
Warrnambool College has a commitment to zero tolerance of child abuse and safety of children with a disability, from Aboriginal or Torres Strait Islander backgrounds, and students with diverse sexual and/or gender identification.
Parent InvolvementThe College prioritizes communication with all families through a range of mediums including the online communication tool, Compass.
Parents and guardians are encouraged to become involved in College activities and the education of their children in all areas of the curriculum.
Opportunities exist for parents and guardians to contribute at the policy-making level via our College Council and its various sub-committees.
Education ProgramsIn Years 7-10, students are able to participate in studies from all areas of VicCurric and where applicable the Australian Curriculum.
At Year 7, there is a common curriculum which aims to develop the students' competence in literacy, numeracy, the arts, and technology as a foundation for success in future studies.
In Year 8, students participate in Elev8, which is an integrated subject of Humanities, English, and Health, whilst beginning their elective journey in the technology, the arts, and languages area.
In Year 9, students participate in PhoenIX, which has student-centered inquiry-based learning at the heart of this innovative program.
At Year 10, students enjoy an extensive program of semester units which provide diversity, challenge, and the opportunity to pursue studies of particular individual interest.
The VCE timetable aligns with Year 10 units allowing for advanced study if desired.
Students are also able to participate in educational extension and enhancement programs in addition to their normal studies.
Students interested in vocational education can opt into the vocational major stream, with the opt-in option of VET being included in their timetable.
The College is accredited to teach the SEAL program and is a founding member of the academy of accredited SEAL schools.
Students who enter this gifted and talented program must complete testing in Year 6.
In Years 9 and 10, students are introduced to the broad range of services available from the Careers Centre and they are encouraged to use this facility in planning for future studies or in preparing for entry to the workforce.
The College also has a select entry Sporting Pathways Program.
Students enter this program via an application process and successful completion of peak fitness and physio testing.
The SPP program runs from Year 7-10.
Student achievement at the VCE and VM level is outstanding at Warrnambool College.
An extensive range of units are offered from mainstream academic studies through to Vocational Education and Training courses in areas such as Automotive, Building, Community Services, Engineering, Electro technology, Beauty, Plumbing, and Hospitality.
Our College recognizes the diverse needs and aspirations of senior students and offers a curriculum that maximizes their opportunity for entry into further studies, apprenticeships, or career paths.
A thorough careers counseling process is a feature of our school's program which is aimed at meeting the specific needs of each VCE student.
Student success at the VCE level is a major objective of our College.
The School operates numerous specialist academies for students to participate in (sport, drama, music, arts, cooking).
These academies train regularly and compete at both local and state level.
Students are encouraged to participate in additional College activities which include sport, instrumental music, Performing Arts, public speaking and debating, academic competitions, and student leadership amongst others.
Opportunities are provided for students to participate in extension programs which include work experience, camps, and international language and cultural tours.
The achievements of our students in academic, sporting, and cultural endeavors have been widely recognized at local, state, and national levels.
Warrnambool College has developed a range of strategies to promote engagement, positive behavior, and respectful relationships for all students in our school.
We acknowledge that some students may need extra social, emotional, or educational support at school, and that the needs of students will change over time as they grow and learn.
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 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.
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, 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.
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 organizational 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 recognizes 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.
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.
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