Maths/Science - Ongoing Teacher

About this role

Location Profile Swan Hill College is situated within the CBD of the rural city of Swan Hill. In 2025 756 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 the addition of a technology hub based in our library which includes VR, 3D printers, laser cutters/engravers and green screen. The College Leadership Team currently comprises of the Principal, three Assistant Principals, the Business Manager and six Leading Teachers with specific portfolios. 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 Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning in Years 8 to 12. The program is very successful and has given many students the chance to continue their education through various VET subjects, SBATs and VPC. At our FLO campus, we have also continued to work on improving our facilities, which include outdoor learning and sustainability areas. The FLO campus also boasts its own gymnasium, indoor pool and commercial size kitchen. The students operate the "FLO Campus Coffee Shop" each week and, as part of their barista studies, sell to the college community and public. 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. The College's Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au Selection Criteria SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs. SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching. Role 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. 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected] Applicants 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. 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information Applications MUST address the specified Selection Criteria. Applicant responses to the Selection Criteria are requested to be a maximum of one page of standard 12-point text per criteria. Personal and other information should not exceed 3 pages. Please include your name in the title of your attachment. Please place your name on each page of the application and combine your CV and your application responses into one PDF document. Applicants should provide contact details of 3 referees, including email and phone numbers. Position descriptions are reviewed regularly by the Principal and may change, with consultation, to support the school¿s needs and growth. 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. • Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: • The person must have provisional or full registration approved by the Victorian Institute of Teaching; and • if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and • a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools .