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.

SC6   Demonstrated ability to actively promote the safety and wellbeing of all students in line with the Child Safe Standards.

This role will comprise of a full load of replacement classes.
(In house CRT)

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.

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.

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.  It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

Clyde Secondary College opened January 2022 commencing with a Year 7 intake.  2023 will see the inclusion of Year 8, adding a year level each year thereafter.

The College is committed to creating a learning environment that is built on high expectations for all, where every student is exposed to a rich, diverse, and challenging curriculum, while ensuring they are valued, and that each student enjoys the caring and supportive environment in which they learn every day. Our school values reflect our vision of “Excelling together, valuing the individual”, which can be summarised by REACH; Respect, Excellence, Aspiration, Curiosity and Honesty. All school values should be intrinsic to the College community itself – our staff, students, and their families.

We’re dedicated to supplementing students’ learning with a wide range of co-curricular programs. These include extensive student leadership development, performing arts and sporting opportunities. Every student is encouraged to get involved with the wider community, and we’re here to help them build on the necessary skills to do so, ensuring all students leave the College as highly productive and successful global citizens.

We are committed to meeting the learning needs of every student, promoting excellence in learning growth for all. Students will be exposed to a diverse and challenging curriculum following the standard Victorian Curriculum, offering English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, ICT, with a whole range of extra-curricular activities.   As the College grows, we will offer a range of other subjects, including Music, Food Studies, as well as offering extension opportunities such as Advanced Maths, Literature, Physics, Chemistry, Systems.  STEM will also feature strongly in our program from Year 7, providing the building blocks for our student’s success in future years.

We offer a select entry High Achiever Program that challenges and supports high achievers to excel and provide them with a unique accelerated opportunity in VCE, as they approach their senior education years of study.

As a supported inclusion school, Clyde Secondary College has been designed to support a higher number of students with a disability than a typical mainstream school. Included in the school design are facilities that provide additional amenities to support and enhance learning.

The College will open with stage one completed and have the following facilities ready for the start of the 2022 school year:

• An administration and learning resource center building
• A learning neighborhood building
• A Science, Technology, Engineering and Mathematics building 
• A Performing Arts and Physical Education building including an indoor multi-court
• Two hardcourts
• Landscaped outdoor play and learning areas
• Bike shelter

Future building stages, will include a Visual Arts building, a sports oval, an additional learning neighborhood building and two additional hardcourts.
 

The school has an initial capacity for 575 students with up to 50 students who meet the requirements for the specialist enrolment policy, approximately 8% of the whole school student population.  Upon the completion of stage two, the school will have the capacity of 1300 students and in any given year level around 8% of places will be reserved for students who meet the specialist enrolment policy.