Surf Coast Secondary College prides itself on providing its students with the knowledge, life skills and technical prowess required to succeed in a rapidly changing 21st century. The SCSC community is an active, high achieving community and these characteristics are evident in every aspect of our school.
SCSC is strongly committed to the development of contemporary learning and teaching skills and has worked hard to support staff and students to develop the skills required to succeed within a cutting edge learning program. The entire staff at SCSC believes in the premise that the more actively a student participates, the more they will enjoy their studies, which more than often translates into higher grades and greater depth of learning.
As part of the College’s focus on providing its cohort with the most contemporary learning devices, all students at Year 7-9 are equipped with an iPad and Year 10-12 students select from a panel of devices (Macbook Pro, Macbook Air or an Ipad), giving them instant access to school tasks and associated learning material, at the same time honing their technical skills. The high level use of learning technologies within the classroom has seen SCSC be recognised as an Apple Distinguished Program school and has also seen the school feature for the DET Digital Learning branch as an exemplar school in this field.
At the beginning of 2014 SCSC moved to its new home in a state of the art learning and teaching facility in Torquay. The new facility has allowed the college to further explore and implement learning and teaching practices that are truly contemporary. Today’s students need to be able to work collaboratively, research and plan independently, be inquisitive and curious and be expert problem solvers. Students and teachers at SCSC are able to work alongside each other to analyse and evaluate the knowledge available at their fingertips then utilise complex thinking processes to create new understanding. This work is best done in a dynamic and fluid environment and requires students to be able to move between different learning environments. The learning environment at SCSC provides this through a creative flow of learning spaces that allow for a multitude of learning and teaching activities to occur. This is achieved through the provision of a variety of distinct learning environments such as quiet spaces for teacher / student conferencing; tiered theatrettes for presentation style activities; flexible breakout spaces that allow for group and individual inquiry equally and specialist learning spaces to engage in the application of technical skills and competencies.
SCSC also enjoys a number of specialist amenities including an art precinct, performing arts spaces, state of the art science labs, fully appointed materials tech spaces, a stunning food technology area and championship sized gymnasium and fitness studio.
SCSC is keen to attract high performing staff who are committed to supporting students be creative, deep learners with a strong social conscience. SCSC has a high expectation that all staff will work hard to further develop the learning and teaching philosophies of the school and support students to truly reach their academic and social potential.
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.
SC6 Demonstrated capacity to use digital learning to enhance directed student learning outcomes and to provide contemporary opportunities for students.
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:
- 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-curricula activities.
The 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 Apply
Teachers 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 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