John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence. John Fawkner Secondary College is a small co-educational secondary college, which operates within a distinct geographical area.
John Fawkner College was opened in 2010 replacing the old Fawkner Secondary College. As a re-launched school the College implemented its new strategic plan over the next four years which aimed to totally rebrand the school and further improve the learning outcomes of all students through the DET "Project Excellence" initiative. John Fawkner College provides a wide range of VCE studies, a comprehensive VET program, mainstream VCAL and a sports specialist stream. Over the past four years there has been a strong focus on improving the Literacy and Numeracy skills of all students. During the school year the curriculum was redesigned to offer students a structure more closely aligned with the requirements of the Victorian Curriculum and wellbeing programs reflective of the college’s strategic intent.
The College supports student learning with effective ICT infrastructure including interactive whiteboards and associated learning management systems. Further, the BYOD laptop program ensures all students have access to relevant technology for their learning.
A new Principal was appointed to the College in 2017 and targeted programs are being implemented to teach students at the point of need as well as increasing the amount of subject choice. The college has experienced a considerable amount of growth, which is in part due to the excellent VCE data, introduction of the Sports Industry Pathway Program (SIPP), and the Melbourne City College of Football (academic/ skill development) program. The school has experienced expansion within this program and an increase in enrolment numbers across all year levels 7 – 12. Our school enjoys a very diverse cultural mix and the growth of the special programs has also meant that we have also experienced expansion in our existing demographic profile.
2018 has bought with it a new strategic plan which focuses on three main areas: Teachers as Leaders of Learning, Students as Learners and Community of Learners. These areas will be key to our continued improvement and engagement strategy along with a focus on student achievement and growth.
The schools motto is “Aspire and Achieve” with the vision statement, “John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence.”
Respect: We respect others for who they are and value their opinions
Commitment: We are dedicated to our values, our school and our community
Academic Excellence: We relentlessly pursue academic excellence
Continuous Improvement: We never stop finding ways to stretch and grow
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:
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.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
The teaching role for this position includes VCE Business Management and Accounting
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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 Standards
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Provide a cover sheet with your name, address, and contact telephone number, current position, teaching methods and the names and telephone numbers of at least 3 current referees.
Conditions of Employment