• Base salary $65-$75K
• Rotating Roster (alternate weekends)
• Monthly bonus potential

Vision

Kerang Technical High School aims to provide a stimulating environment in which students will be encouraged to achieve their maximum potential in all areas of study and personal development.

Values
Kerang Technical high School strives to provide educational opportunities, within a caring supportive and inclusive environment, which permits all students to do their best. We aim to create good citizens who are ready to pursue a productive life in a constantly changing world.

The three broad objectives of Kerang Technical High School are:
Achieve our potential by striving for personal excellence in a wide range of learning experiences.

Build quality relationships in a safe, secure and respectful environment.

Cater for individual differences whilst demonstrating tolerance and pride in our diverse community.

Context

Kerang is strategically positioned on the highway network between Swan Hill, Echuca and Bendigo in the productive Northwest irrigation area of Victoria.
The town has a population of over 4000 and Kerang Technical High School draws its students from the town and the wider district, which has a population of over 12,000. The main industries in the area are Agriculture, Dairy Farming, Engineering and Horticulture so many of our students come from a farming background. The three nearest centres with larger populations are Swan Hill, Echuca and Bendigo, which meet the added needs for goods, services and entertainment.

KTHS draws its students from six primary schools; Kerang Primary School, Kerang South PS, St. Joseph's PS, Kerang Christian School, Koondrook PS, Murrabit Group School and Lake Charm. There is a strong network between the secondary school and the feeder schools with combined Professional Development Days and involvement in the Year 6 to Year 7 Transition Program. Given the geographic spread of the student catchment area, a significant number of students are transported to school by bus.

The school began as a Higher Elementary school in 1913 and was proclaimed a High School in 1919. The Technical component was added in 1973 from which time the school has been known as Kerang Technical High School. The Technical Wing has been a strong feature of KTHS. It caters for students in Woodwork, Automotive, Engineering, Welding and Metalwork. The facilities, the enthusiastic “Tech” staff and the pathway offered by the Technical Wing have ensured that it is an important component of the school and community. More recently the school has undergone a refurbishment plan with both the red brick building and the Library being upgraded to better reflect the learning needs of the students at KTHS. In 2018 a new Food Technology learning space and canteen were completed allowing the school to offer VET Hospitality.

KTHS sits in 19 hectares of sporting fields, lawns and gardens. McLeod Oval is the main sporting area and an athletics track has been constructed with the joint assistance of the Kerang Little Athletics Association. The School’s facilities are available for use by the community. Thornely Hall is used extensively for Community events as well as School occasions.

The school is well equipped with a Library and an excellent Canteen. We have over 50 desk top computers, both in rooms and in “pods”, and at present KTHS is in the fortunate position of being able to provide Netbook trolleys making every classroom a computer room.

The organizational structure of the school is both vertical and horizontal. There are two Houses, which are vertical in structure, led by two House Managers. Students remain in the same Houses throughout their years at school. Home Group meetings are organised through the House system, as is the Athletics and Swimming carnivals. The Year Level Co-ordinators monitor the progress of the students and deal with the welfare and discipline matters. The school is also divided into Junior and Senior School for curriculum planning and delivery purposes. Two senior members of staff manage the ‘mini schools’.

The school has a teaching staff of 29, a quarter of who work on a part-time basis. Seventeen School Services Officers and School Council Employees complement the teaching staff as Administrative Support, Librarian and Library Technicians, Science Laboratory Technician, School Chaplain and Youth Worker, Integration Aides, Canteen Manager and Assistant, Grounds and Cleaning staff.

KTHS has a strong Welfare program. A Chaplain is employed with keen support from the community. A school nurse is shared with Swan Hill and the School Psychologist visits the school regularly. The Psychologist is shared by KTHS and the Primary schools in the district. More recently the school has employed a Youth Worker to further extend the Welfare program and is a part of the Doctor’s in Schools program.

KTHS has a proud reputation of providing a rich co-curriculum program which caters for the majority of students in the school. There is a high participation rate by students and the programs have been strongly supported by parents. Every effort is made to implement programs/events which cater for individual needs. We have Pathways to V.E.T. & V.C.A.L., The Alpine School, Middle School Trips, Year 7 Transition Camp, Year 10 Work Experience, Great Victorian Bike Ride, and the Feathertop Hike. Since 2007 KTHS has partnered with The Rotary Club of Kerang, to offer an alternative to the End of Year 12 Schoolies week, with a Community Aid program to Cambodia.

A small core of parents is actively involved in the school. Parents are involved in the School Council and nearly all of the sub-committees in the school. There is a very strong and active Canteen Committee which meets regularly and supports the Key Learning Areas in the purchase of equipment. Parents are also called upon to provide transportation to events where students are involved and this is always a positive contact between parents and the extracurricular programs offered.

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.

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.

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 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.

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.

- 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

• 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