Brauer College is a high performing secondary school located in Warrnambool, Victoria. Warrnambool is a provincial city in the southwest of the state with a population of 33,000. The College has spacious and attractive grounds, which provide a safe and secure environment for the facilities that support the extensive range of curricular and co-curricular programs offered across the two campuses, Warrnambool and our Grampian outdoor education centre at Dunkeld.

The College is currently building a Design and Development (STEM) centre that will provide a high-tech learning environment focused on innovation and collaborative inquiry. The centre will provide opportunities’ for the development of enterprise skills and the application of interdisciplinary learning focused on precision manufacturing (Laser and 3d printing) , digital technologies including augmented and virtual reality modelling, robotics, sustainability and renewables, food, fibre and biotechnology . Students will look at current industry and environmental challenges and work collaboratively on design solutions, incorporating STEM, The Arts, leveraging enhanced digital and Material Technologies.

Brauer College promotes excellence in every individual. Student learning and individual student growth is our core educative purpose with values of respect, responsibility and participation underpinning our work. The dynamic learning environment enables all students to develop academically, socially, physically and emotionally.

The College provides an innovative Year 7 curriculum program with an enhancement program to cater for students with high intellectual abilities. A vertical curriculum has enabled students to accelerate in areas which they are strong, consolidate in areas where they are less able and to specialize in areas which they have a particular interest.

There is a strong focus on student leadership and students lead activities in the College and student achievements are regularly celebrated. Student support is provided through a strong and positive pastoral care program and a student wellbeing Centre including a ‘Doctors in School’ program all of which are supported by a student Wellbeing Team. This support is among the many social and emotional development programs implemented to ensure that students remain resilient, happy individuals who feel connected to their school and community. Students have an extensive co-curricular program to engage them, including a highly acclaimed Music program, an extensive array of sporting academies, public speaking and leadership opportunities. There is significant interest in our post compulsory programs with strong enrolments in VET, VCAL and University courses offered through our Tertiary Partnerships

The challenges of becoming a lifelong learner, pursuing further study, successfully entering the workplace and being a responsible member of society face all students. The school assists students and staff to meet these challenges and be not only responsible individuals who are able to relate to family, friends and colleagues, but informed citizens, who understand and can contribute to the community in which they live and the wider world around them

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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.

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

• 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