SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to 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 capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. 

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.

Core responsibilities include:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co-curricular programs

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.

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

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• The successful candidate is committing to a minimum of 1 year employment at this school
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

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

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

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.

Tallangatta Secondary College is a small, country, coeducational secondary college located 40 kilometres northeast of Wodonga. The school draws its enrolment of 330 students from local schools within the Kiewa Valley and the broader Wodonga district.  The College currently has 50 staff - 2 Principal staff, 28 teaching staff and 20 Education Support staff). Our current Student Family Occupation (SFO) is 0.42, with no students from a Language Background Other Than English (LBOTE).

Our Vision 

 Tallangatta Secondary College is committed to empowering all to become resilient and confident lifelong learners with a strong sense of self and community. 

¿ Our Mission 

 To maximise each student’s achievement and learning growth by progressing student learning for every student, every day. 

 To optimise each student’s wellbeing and engagement in learning by empowering student agency. 

 To build a culture of continuous improvement¿where¿high expectations, collective efficacy and accountability is our agreed moral purpose. 

 Our Values 

 Having shared values helps us to set expectations of how we should all behave and treat each other to become a school community that values high performance, strong accountability, positive school culture and continual learning.   

 Living our values shows us at our best and helps us achieve the goals of this strategic plan.  

 At Tallangatta Secondary College, our values are Respect, Empathy, Attitude and Learning (REAL) and are embedded in all our actions and decisions as a school community. 

We are committed to providing a broad range of curriculum and extra-curricular programs, whilst maintaining a student-centred approach to meeting individual student needs.

Students in Years 7-10 participate in a common curriculum at their year level to ensure access to all core learning areas (English, Maths, Science, HPE, Humanities). They are also provided with the opportunity to select electives from the areas of Visual Arts, Performing Arts, Technology and LOTE. In addition to this, students in Term 4 of Year 9 will undertake a compulsory Future Makers class in place of an elective, and students in Year 10 have the option of a Peer Support elective in Term 1.

REAL mentors play an active role in monitoring and advising students of subject selections and are the point of contact for parents if they have concerns or questions regarding the process. Students recognised with particular strengths or areas in need of consolidation will be catered for as part of our Inclusive and Responsive Teaching Framework.

We also proudly offer extensive VET and VCE to students in Years 11 – 12 to ensure a managed individual pathway approach is taken as students’ transition through their senior years of schooling.

In addition to the curriculum unit offerings, the school offers a broad range of co-curricular programs including; Student Leadership Team, Youth CFA, Tallangatta Herald Newspaper, Instrumental Music, Biennial Northern Territory tour and Overland Trek.

The College has a one-to-one provision of leased school nominated devices as a learning tool and utilizes Compass as the web-based school management platform. Eight cycles of GPA L reporting supported by termly Student Led Conferences (SLC) ensures learning progress is monitored, shared, and celebrated.

A School Wide Positive Behaviour Support framework (SWPBS) builds a positive learning environment, along with our College values - Respect, Empathy, Attitude and Learning (REAL), 7 – 12 REAL homegroups and REAL mentors. The College has a school nurse, Mental Health Practitioner and Chaplain.

Tallangatta Secondary College supports teachers to reflect and build their capacity through collaborative structures such as Professional Learning Communities and Team Tuesday and Team Thursday. Effective Teaching Techniques (ETT) is our whole school instructional model.

Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Richelle Moyle prior to the closing date of applications. Please contact the General Office on 02 60715000 or email tallangatta.sc@education.vic.gov.au

Other Information

Please ensure that your application includes:

• a resume including relevant experience, including detailed employment history, as well as personal details (name, address and contact numbers, business, and home number)
• a response addressing each of the selection criteria
• Names and contact numbers (telephone and email if possible) of at least three referees who are able to attest to the claims made in your application/selection criteria.