Classroom Teacher - Science (Tfi 0138)

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 in excess of 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 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 by 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 the 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 which promotes individual academic and social growth. A clear set of behavioural expectations are 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 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 utilising our state-of-the-art Harrison Theatre, with students studying Dance, Drama and Music.
At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the 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.
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.

#J-18808-Ljbffr