Department of Education Victoria – Clyde North VIC
3d ago , from Department of Education & Training Victoria
BirrangaCollegesits in a rapidly growing residentialareain the suburb of Clyde North. The school will work in partnership with the community toprovideauthentic learning opportunities andthebest academic and personal outcomes for all students.BirrangaCollegeis a new secondary school that opened in January **** with Year 7 enrolments only.Subsequentyear levelswill beaddedeach year. Neighbouring schools are relativelylarge,andthe schoolis expected to grow quickly to meet residents demand for excellence in education, consistent with the vision for the Education State.
BirrangaCollegewill provide students withstate-of-the-artfacilities in STEM, Technologies, Visual Arts and Physical Education and contemporary learning spaces to cater for the needs of all our students.
School Vision and Values
BirrangaCollegehas a vision of cultivating compassionate hearts, curious minds and confident leaders. We will live by our values, `Belong, Believe, Become`.We look forward to our studentsemergingas resilient and productive members of the community.
The name Birranga and the symbol of the oyster shell carry deep significance. The Bunurong people of the Kulin Nation lived in the Clyde region, and oyster shell remnants discovered along Cardinia Creek speak to their enduring presence in this landscape. The oyster shell is our emblem a reminder that every student carries within them a rare and precious pearl: an innate goodness and unique talent waiting to be discovered. Our job as educators is to help discover this potential and draw it out in each and every student.
At Birranga College, we believe that pearl is found through connection to each other, to learning, and to community. That belief shapes everything we do.
Our educational philosophy extends beyond the classroom and embraces our values of
Belong, Believe, Become
:
BELONG
BE grateful
BE empathetic
BELIEVE
BE curious
BE responsible
BE confident
BECOME
BE a leader
BE self-aware
BE an upstander
Birranga 5 promises staff make to each other
We value teamwork, collaboration and fun to help each other succeed.
We communicate and build trust by being compassionate and honest with each other.
We work in partnership with students, staff and families and so foster growth in ourselves and others.
We support every individual to have the courage to believe in themselves and to be their best, authentic self
We support and maintain a safe and respectful environment with empathy
Teaching and Learning
Our community creates rich and rigorous learning experiences that empower us all to participate with curiosity, purpose and insight. This will be achieved through an innovative curriculum and a clear Model of Instruction, ensuring consistent, high-quality teaching, learning and assessment, underpinned by explicit expectations for staff, students and families.
Commitment to Excellence
The school will deliver the highest quality of education for all learners.



Our school willdemonstratea strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships,traineeshipsor full-time work. This fulfills our purpose of ensuring we open the shell to reveal the pearl - the full potential of our students, becoming the best version of themselves.
Position Specific Information
As a teacherin a new college this positionprovidesa unique opportunity to help develop adynamic curriculum This is an incredible opportunity for a motivated teacher to teach at a school with great resources, friendlystaffand supportive leadership.
Applicants are also welcome to contact Nick Hamer-Smtih, Principal, to discuss the advertised role or ask for a tour of the College.
Additional Criteria:
Demonstrate acommitment to fostering and helping to developthe college's culturethrough practicing thevaluesofBelong, Believe, Become.
Selection Criteria - Graduates
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
Demonstratedbehaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professionallearning to continually improve the quality of teaching.
Program Perks - Graduates
Role - Graduates
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 - Graduates
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 career 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
Who May Apply - Graduates
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and
not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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 (seeWorkplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from
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