Literacy And Numeracy


Reference: 1199018

Location Profile

Leongatha Secondary College is located in South Gippsland, 130 kilometres south-east of Melbourne. Leongatha is an important regional centre for the agricultural and dairy industries in the area.

The college is situated within the Leongatha Education Precinct, on an attractive 22 hectare site that we share with Leongatha Primary School, South Gippsland Specialist School and Federation Training. A wide range of enhancement and enrichment activities are available for students such as international experiences, an excellent music program, leadership and public speaking opportunities and a BYOD device program across the college.

At Leongatha Secondary College we believe that all students can achieve individual success and our aim is to extend all students through the provision of challenging learning opportunities across all year levels. Staff work collaboratively with colleagues, students and parents to meet this shared educational purpose.

All members of the Leongatha Secondary College Community are encouraged to take responsibility for their actions and adhere to the core values of Respect, Doing our Best and Lifelong Learning. The College has created a learning environment that is supportive and enables students to develop self-discipline, team-work, communication skills and a tolerance of all viewpoints and cultures.

The College, with input from all stakeholders, has created a profile of an effective learner and an effective teacher at Leongatha Secondary College. These profiles describe the attitudes and skills that we believe are essential for our students to achieve individual success. Our curriculum planning ensures we provide opportunities for the explicit teaching and learning of these attitudes and skills.

As we further develop our Instructional Model, teachers are focussed upon the use of learning intentions, success criteria and the use of feedback to drive student learning. Throughout 2018 we are introducing the use of Growth Mindset language and thinking, to assist staff and students to meet challenges and achieve successful outcomes.

Staff professional learning is focussed upon the achievement of the three goals in our current School Strategic Plan (2017-2020):

  • Improve student outcomes with a focus on student writing and numeracy.
  • Build consistent and excellent teaching practice to improve student learning.
  • Support the development of a shared commitment to high expectations and growth.

Selection Criteria

SC1 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.



Role

    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.

Responsibilities

    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


DET Values

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


Other Information

Our school is committed to supporting the Middle Years Literacy and Numeracy Support (MYLNS) initiative.

The MYLNS initiative provides intensive teaching support to government secondary school students who are at risk of finishing school without the literacy and numeracy skills they need for future work and study.

In 2021, Leongatha Secondary College will staff this MYLNS initiative as follows:

  • 0.4 FTE is allocated for building teacher capability in differentiating literacy support for all students, particularly those who need it most
  • 0.4 FTE is allocated for building teacher capability in differentiating numeracy support for all students, particularly those who need it most.

Conditions of Employment

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.