Belmont High School is a large single campus co-educational secondary school south of the Barwon River in the regional city of Geelong with enrolments of 1268 students. We share boundaries with Roslyn Primary School and the Barwon Valley School (a specialist setting) and have had increasing cooperation and sharing with both in recent years. Camp programs operate at the school owned Tanybryn Campsite in the beautiful Otway Ranges. We have onsite access to BioLAB (the Victorian BioScience Education Centre) that specializes in human performance and sport.

A vertical House (pastoral care) system operates for all year levels and is pivotal in delivering management, leadership and wellbeing for students and teachers. The Year 9 Strive Program also supports pastoral care for students with the provision of a significant teacher, and community and pathways based curriculum, as well as a camping program. We are an RTO to support the delivery of VET programs at the school for our own and other school students and offer students a VCAL program.

Significant leadership opportunities for students at both junior and senior levels of the school exist and an extensive co-curricular program supported by teachers exists to value add to students’ experiences. This includes many opportunities for overseas travel increasingly with a community focus, including World Challenge. The school has also consistently been the top school in the Geelong region in inter school carnivals and team sport and has a very large and successful music and performance program.

The student population has become more culturally diverse over the past five years. The international student program adds to the cultural mix with students beginning their study in Australia with a school based EAL program in our English Language Centre prior to studying at appropriate year levels with mainstream students

We have experienced continued growth in enrolments as a result of interest in our programs, and pathways at the senior end of the school as well as our growing international fee paying program.

The school is accredited to offer a Select Entry Accelerated Learning Program, which has now operated for a number of years, and the school operates a student support centre for funded and unfunded students who require additional literacy and numeracy support. The Middle Years program caters for students in Years 7 and 8 and provides an innovative and engaging curriculum and pedagogy with a literacy and numeracy focus and individual learning plans for students. We offer two languages (Italian and Indonesian) both of which are growing in enrolment and both of which have sister school partnerships that see reciprocal visits.

A small but active parent association conduct monthly meetings that see guest speakers from program areas in the school give regular presentations, and our School Council regularly sees the need for an election. We employ a School Chaplain with a combination of local and government funding to support our Student Wellbeing Officer in the Student Wellbeing Center. A Health Centre staffed by a Nurse is connected to the student wellbeing area.

The Leadership consists of the Principal and 3 Assistant Principals with discrete portfolios and 12 Educational Leaders – 8 House Leaders and 4 Leaders of Learning. All Educational Leaders have a shared responsibility for addressing the goals of the AIP and SSP.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of Health and PE 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

About the City
City of Greater Geelong is Victoria’s largest regional municipality providing services to a growing population of 244,000 residents across 1247km2 comprised of urban, suburban, rural and coastal environments located 75km from Melbourne. The spectacular beauty of the natural environment and the creative design and historical significance of its built environment make the municipality a major tourism magnet for local and international visitors.

Our people take pride in their work and are committed to making a positive impact in the lives of residents of the Geelong region. Employees are provided with engaging and rewarding work and a culture of respect and collaboration. On offer are professional development opportunities, flexible working arrangements, parental leave – 14 weeks paid leave, health & wellbeing program, discounted gym memberships at council facilities and the opportunity to be part of a dedicated and professional team, working together for the community.

About the City Development Department
This department is part of our Planning, Design and Development Division, and is responsible for the provision of information, advice and assistance regarding municipal building services, planning permits, planning scheme amendments and rezoning.

About the Role
This position provides an opportunity for the incumbent to gain practical work experience and contribute to the planning department’s needs whilst assisting to complete their planning qualifications.

The position also provides the ability to service and facilitate the assessment and issue of material for land use and development enquiries and involves providing a professional and customer focussed advisory service.

Some of the key responsibilities in this role will include:

1. Learning and contributing to the day to day running of the planning department requirements.
2. Analysing and assisting with planning enquiries and applications to determine compliance with relevant legislation, including VicSmart legislation (or equivalent) applications so they are dealt with in the prescribed time limits.
3. Assisting with the investigation and evaluation of planning applications and related documents within a team environment.
4. Assisting with the coordination of input from internal and various government departments and the general public.
5. Preparing correspondence in relation to Council decisions and enquiries from the public.
6. Providing clients with a professional advisory service and assisting the public with general enquiries.
7. Assisting with and maintaining appropriate administrative and information recording systems within the department as required.

About You
To be successful in this role, you will require:

• Commencement or completion of tertiary qualification in Town Planning/Urban Studies or similar related field
• Practical knowledge and ability to interpret Town Planning legislation and practices and associated legislation.
• Ability to set priorities and plan/organise work allocated.
• Awareness of current trends and issues affecting town planning.
• Demonstrated analytical, investigative, interpretative and problem solving skills.
• Ability to work as an effective member of a professional team.

Applications and Enquiries
Click the APPLY NOW button below to submit your application or find out more about this opportunity. 

Enquiries: John Rush | 03 5272 4033 | John.Rush@geelongcity.vic.gov.au

Applications close 5:00pm Friday 27 December 2019.

City of Greater Geelong values equal opportunity, fairness and enjoys a diverse and inclusive workforce. Applications are encouraged from people with a disability, Aboriginal and Torres Strait Islander descent, and people of all other cultural backgrounds.

• Opportunity to develop clinical and research dental skills within a multidisciplinary team.
• Ongoing training and professional development in a supportive team environment.
• Enhance your research career with Victoria’s leading regional health care service.

About the facility 

The Child Health Research Unit (CHRU) led by Prof Peter Vuillermin is made up of multidisciplinary team who are committed to improving child health outcomes. Two significant research projects are run through CHRU; the Barwon Infant Study (BIS) and the Environmental Determinants of Islet Autoimmunity Study (ENDIA).

About the role 

Are you passionate about child health and looking to expand your career in research?

The Barwon Infant Study (BIS) is looking for a part-time Dental Research Assistant to support school and clinic-based assessments on 7-9 year old children, as part of the BIS Primary School review.

BIS is an investigation into the early life origins of non-communicable diseases in the modern environment. The study currently follows approximately 1000 participants (aged 7-9) born to mothers recruited during pregnancy. For more information please visit our website www.barwoninfantstudy.org.au

In this role the Dental Research Assistant will:

• Conduct clinical examinations
• Develop new skillsets to perform a variety of study assessments
• Collect bio-samples
• Conduct study-related data entry
• Provide general support to the CHRU team as required (such as scheduling of appointments)

We welcome applications from candidates with little or no post graduate experience, new graduates are encouraged to apply. These positions provide an ideal opportunity for those interested in a research career and future PhD studies. This role is part-time (0.4-0.6 FTE) fixed-term position until December 2020. Please note that some after hours and weekend availability will be required.

If this sounds like an opportunity that you would like to be a part of then you are strongly encouraged to apply.

About the culture

The Child Health Research Unit consists of students, researchers and clinicians who are passionate about providing children with the best possible start to life. Barwon Health has a vibrant culture of education and training for all staff, creating a foundation for continuous learning in health and scientific research. Employees within CHRU are exposed to many areas of research in the population health setting, giving rise to a multitude of professional development opportunities. Barwon Health works hard to encourage and showcase the excellent work produced by our researchers.

We believe that the interaction with participating families is one of the most rewarding parts of the role.

Barwon Health staff benefits

• Flexible working arrangements
• Professional development
• Access to employee wellness facility
• Salary packaging
• Social club

At Barwon Health we harness a diverse and inclusive workforce where we value each person’s uniqueness. We will embrace diverse life experiences and the perspectives of our people, whilst providing high-quality health care to all members of our community, regardless of age, gender, ethnicity, religion, cultural background, disability, or sexual orientation.

Our organisation promotes the safety, wellbeing and inclusion of our staff and consumers including children and have appropriate recruitment resources in place to ensure background checks and reference checks are completed.

At Barwon Health we are committed to providing positive employment opportunities and outcomes for Aboriginal and Torres Strait Islander people and welcome employment applications from candidates of Aboriginal and Torres Strait Islander background.

We Barwon Health is proud to be Totally Smoke Free.

• Part-time – 22.05 hours per week
• 12 months fixed term
• HEW 6 $79,680 + 17% Superannuation

The Live+Smart Research Lab is a multidisciplinary research hub located at the School of Architecture and Built Environment that focuses on providing applied research solutions for a rapidly urbanised world.

Based at our Geelong Waterfront Campus, this part-time role sits within the School of Architecture and is 12 months FTE.

As a Project Coordinator, you will provide professional project coordination supporting the Live+Smart Research Lab and its research theme leaders through the 12-month project delivery phase at the Live+Smart Research Lab. You will ensure that the projects that have been developed result in tangible benefits for all stakeholders.

Your key responsibilities will include:

• Coordinate and report on the Live+Smart Research Lab budget to the L+SLab Director on a regular basis.
• Assist with bids for new research projects by assisting the Live+Smart Research Lab team members in putting together applications for funding.
• Liaise between all members of the Live+Smart Research Lab and its research partners to keep track of projects and their associated budgets and staff.
• Coordinate and project manage current projects, ensuring their timely and effective delivery, communication and administration.
• Oversee the public profile of the Live+Smart Lab, including maintaining and update the website, project websites and social media.
• Coordinate communications to key stakeholders, including external industry partners and clients through electronic communication such as emails, websites, etc. and direct telephonic discussions.

To be successful, you’ll have:

• An equivalent combination of training and experience or a Post-secondary/Graduate/Postgraduate qualification in project management or administration, or an equivalent combination of training and experience.
• Relevant project management experience including the scheduling, implementation, evaluation and reporting of projects.
• Demonstrated experience in university administration systems and processes and an understanding of research and industry engagement culture in tertiary institutions.
• Budgeting skills and experience including reporting, data management.
• Proven computer literacy skills, including the use of Microsoft Office Suite, including MS Project or similar, with attention to detail and a high level of accuracy.
• Knowledge of the Australian Federal Government or Victorian State Government, and Local Government Agencies or components thereof in relation to sustainable development and smart city agendas would be highly desirable.

Applications for this position close on 15th January 2020.

This role has been identified as having contact with children and requires the incumbent to apply for and maintain a Working With Children Check (refer to Deakin’s Recruitment Procedure for further details).

Are You Ready?

Deakin is one of the new breeds of global universities – agile, dynamic and innovative. We are committed to making a genuine difference in people’s lives through excellence in education and research. As a Victorian university with a global impact, join us and let’s see what we can achieve together. Our people are important to us, and we understand the significance of providing them with a dynamic and diverse working environment, with opportunities to grow and develop their careers. At Deakin, we offer a variety of benefits including a flexible and sustainable working environment, lifestyle benefits and various discounts with our third-party suppliers.

We value diversity and aim to build an inclusive environment that champions, embraces and respects differences. We support and encourage applications from Aboriginal and Torres Strait Islander people, and people of all abilities, cultures, sexual orientation, and genders.

North Geelong Secondary College is a single campus, academic Year 7–12 College in the northern suburbs of the City of Greater Geelong. It is a creative, caring and diverse College, where girls and boys grow into autonomous learners, engaging in imaginative and intellectually rigorous programs. Our students develop into mature and independent individuals, fully prepared for a life of meaningful achievement and active participation in our local and global communities.

The current school enrolment is approximately 1000 students. North Geelong Secondary College provides the following programs;

• Select Entry Accelerated Learning program (SEAL)
• Scholarship program
• Yr 7-9 iPad program
• Yr 10-12 BYOD program
• STAR & ACE Literacy & Numeracy intervention programs
• VCE Tutorials
• Excellence in Sports program
• International Student program
• HPV, Human Powered Vehicle, Advance Program
• Performing Arts program
• English as an Additional Language EAL/VCAL program
• EAL program
• Resilience program (Middle school)
• Growth engagement program (Junior school)

The College is a base for the Geelong English Language Centre since 2007. Approximately 30% of the students are from a Language Background other than EnglishThe College has a commitment to personal excellence and the academic achievement for all students. The school values (Respect, Excellence, Achievement and Diversity READ), the cultural diversity of its student population, ensure that all students, regardless of their various abilities, needs and backgrounds, are actively supported in achieving their personal best. Opportunities are provided for students to gain the academic, social and personal skills necessary for the pursuit of personal goals and become productive and contributory members in the local as well, the global community. The college high expectations ethos encourages student creativity, initiative and leadership. It also supports students to develop the knowledge, skills, adaptability and curiosity for the future world of work and provide the foundations for lifelong learning.

The College provides increased opportunities as well as academic rigor for students in the senior years with the greater uptake of the traditional VCE programs, the Victorian Certificate of Applied Learning (VCAL), increased access to Vocational Education and Training (VET) programs along with a broad selection of pathways.

Tours of the College are provided upon request. Please phone the College on 52405800 to book in for a tour.

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.

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

Lara Secondary College will be in it's eighteenth year of operation in 2020. We have built the school with a clear vision for continuous improvement with the student at the centre of all that we do. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto – Realise Your Potential.

Our agreed purpose is to ensure that all students are successful in reaching their potential in the shared knowledge that all students can learn. The College offers a rich and broad curriculum across all year levels. Students in Years 7/8 work in “pods” of two classes enabling high levels of monitoring, learning and differentiation with two core teachers to ensure that strong relationships are built as students transition to the secondary setting. We also have a broad range of elective based subjects at Years 10 and we offer many opportunities for students to select their VCE/VET or VCAL subjects according to their academic passions.

Lara Secondary College is committed to work as a Professional Learning Community (Defour and Defour) and we are committed to working collaboratively to establish a guaranteed and viable Curriculum as well as closely monitoring student learning and ensuring that a structured process of intervention is in place to ensure that “all students learn”.

At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.

The College has a strong focus on delivering high quality teacher practice via the implementation of a Common Instructional Model, which focuses on the 9 High Yield Teaching Strategies outlined in Dr. Jane Pollock's book “Classroom Instruction that Works” (Marzano, Pickering & Pollock).

School Wide Positive Behaviours is our framework for the ongoing support and development of student wellbeing. These priorities are embedded in our practice and enable the school to be clearly focused on the work that is critical to student success. We know that relationships between students and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.

Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.

Lara Secondary College has a very strong focus on the five main areas listed below:

1. Common Instructional Teaching Model

All teachers at the College deliver their lessons in an agreed Common Instructional Model based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 – 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.

1. Student Engagement Policy

The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College.

1. School Improvement Policy

We believe that all students learn at different rates. It is for this reason that all students from Year 7 – 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. ‘Attitude not Aptitude, will determine your Altitude’

1. Academic Scholarships at Year 7 and Year 10

The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 – 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.

1. Extra – Curricula Programs

The College offers a wide range of Extra –Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.

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.

SC6 School Specific: Demonstrated capabilities that will clearly contribute to the new College Teaching and Learning Framework and the use of the 9 High Yield teaching strategies associated with the research produced by Marzano and Pollock, in the book titled ‘Classroom Instruction that works”.

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

Grovedale College is a medium sized College with an enrolment of 900 plus students located in a semi rural setting serving the southern suburbs of Geelong, together with the rural and surf coast communities to the south, east and west. Extensive educational resources enable Grovedale College to provide an academic focus together with many Arts, Sciences, Sports and Technology opportunities. VCE enhancement subjects, VCAL and VET Courses, provide many new opportunities for University and TAFE studies and exciting pathways to the future. Excellence, achievement and improvement are central to all College programs. Grovedale College operates the Grovedale P – 12 Deaf Facility in conjunction with Grovedale West Primary School.

In recent years a multi million dollar-building program has provided the College with excellent physical resources. Such resources enable us to enhance our programs and deliver an exciting, challenging and fulfilling experience. Our facilities include a state of the art computer network linking all classrooms, computer pods, a computerized Library Resource Centre, Senior School Study Centre, Technology Wing, Visual and Performing Arts Studios, Gymnasium, Fitness Centre, sports ovals and courts.

The Arts/Technology facilities and some general purpose classrooms have benefited from a $3 million upgrade. The design for these new facilities is based on a pedagogy best described as interactive experiential leaning (ieLearning). Our new Language/Learning Centre has been designed around our focus on collaborative learning.

Ongoing curriculum reform and refinement has resulted in structural change such as the creation of two sub schools, the introduction of a Home group Program, compact teacher teams and most importantly a series of initiatives based around the concepts of active curriculum, higher order thinking and a multidisciplinary approach to planning and learning. The success of these programs provides strategies and examples of success on which the pedagogy of interactive experiential learning can utilise and extend.

At Grovedale our approaches to Teaching and Learning recognize that students and staff must be able to use computers and electronic learning technologies with confidence and understanding to enhance their teaching and learning as well as their ability to participate in evolving information technologies. The use of learning technologies in the classroom is a priority at Grovedale. All students and staff have access to extensive College computer resources including the College Intranet/Gateway and the Internet. A combination of eLearning devices are used compulsorily across the College.

Sport is prominent in the life of Grovedale College. An extensive interschool and house sport program provide students with the opportunity to develop personal skills and fitness and to enjoy the benefits of teamwork in a spirit of healthy competition. Our unique location and proximity to the Surf Coast, Corio Bay, Port Phillip Bay and the Otway Ranges allows for a comprehensive outdoor education and excursions program to operate. Surfing, kayaking, snorkelling, body boarding, windsurfing, bike riding, horse riding, rock climbing and lifesaving are all part of the program. The development of the Grovedale Education and Sporting Precinct coupled with the introduction in 2005 of a Sports Academy program provides students with the opportunity to pursue an elite sports pathway. The Precinct is indicative of strong community based links.

The College successfully participates in Public Speaking programs, Inter-School Debating and Australian subject competitions that include English, Mathematics, Science, Arts and Technology. Student leadership is an integral part of our school culture. An active leadership program exposes students to challenges, which develop personal and social skills, confidence, initiative and self-reliance. This is achieved through a broad range of activities such as Student Council, Peer Helpers, Supportive Friends and camps program. The College also conducts an Advance Program at Year 10. Performing Arts are well catered for in the College, with performance opportunities in workshops, GAFFA and production.

College Leadership programs have been enhanced by staff and students working with Leading Teams and refining the College based implementation. Performance and Development Culture is a Grovedale College priority. Regular formal and informal feedback is provided to staff members. The College Leadership Team meets weekly to oversee the College vision and its implementation. A culture of continuous improvement, accountability and of high level instructional leadership is an expectation of all staff.

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.

SC6 Demonstrated ability to work in teams to develop, implement and assess curriculum.

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

- Teaching staff please ensure that you enter your VIT registration details in Recruitment Online

- 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 are provided.

- Detailed information on all terms and conditions of employment is available online at the Department's Human Resources website at www.eduweb.vic.gov.au/hrweb

- Shortlisted applicants will be required to provide the panel with proof of their teaching method qualification.

• 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

Leopold Primary School is located on the Bellarine Highway in a growing township which looks down upon the City of Geelong. The picturesque and panoramic views gained from the school grounds of the City of Geelong, Corio Bay and the You Yangs, provides a physical connection to our environment and often lifts our spirits. Our school is bound by a growing residential sector which is proving attractive to families with children.

Our school is the only school within Leopold and our staff and school council recognise the responsibility and privilege that radiates from this. The respect of the Leopold and educational community is never taken for granted and is intensely sought, which when gained, is honored and deeply valued.

Currently we have 775 students enrolled within 36 classrooms. Our robust enrolment is an educational advantage as it provides an extensive range of opportunities for, internal professional learning, distributed leadership, the mixing of students with diverse and similar personal characteristics and the achievement of budgetary economies of scale. The school provides specialist programs in Health and Physical Education, Science, Visual Art , LOTE (Indonesian), Reading Intervention and Oral Language Support.

Our school values strategic partnerships across the Government educational sector and beyond. We are a foundational member, and a driving force, within the Leopold Early Years Network. The network actively seeks smooth transitions between early years and school and also annually provides our local community with a number of parent information sessions. The newly opened Community Hub has opened on our boundary and we look forward to new collaborative opportunities which will arise from this. We currently have a one to one netbook program in grades 4/5/6.

Our vision. At Leopold Primary School , learning to know, learning to do, learning to be and learning to live together, equips our students with knowledge, skills and the disposition to actively embrace learning, leading all to become confident contributing member of both our school and the wider community.

Our mission is to create an educational space where our students can academically, socially and emotionally, ‘SHINE’.

Values - Responsibility, Respect, Honesty, Kindness.

Mantra – The More You Know, The More You Grow.

Learning at Leopold Primary School is linked to the whole child:-

• Learning to know – There is a body of knowledge to attain. This creates numerate, literate, and culturally aware citizens. We aim to generate a thirst for learning.
• Learning to do – At our school this means that our students are given many opportunities to put their learning into practice. Student knowledge is connected to the real world.
• Learning to be – For our students to know themselves as learners and recognise their own strengths and areas for development, is pivotal to all learning. (self-efficacy)
• Learning to live together – At our school we build, stretch and test the development of teamwork skills and attitudes in work, rest and play. (collective efficacy)

Leopold Primary School has a commitment to the students’ developing a capacity to, and a love of, learning. The personalization of education within our school is defined by our four pillars of learning – Learning to know, do, be and live together. Our highly capable, collaborative and energetic teaching staff is proud of the delivery of a curriculum that is individualised to the needs of each student, a curriculum that is also rich in purposeful, timely and focused feedback. Learning is viewed as a continuum (P- Yr 10) and we accordingly provide a curriculum which is individualized and rewarding. It is recognised that English and Mathematics knowledge and skills provides the basis for successful learning and as such these curriculum areas hold prime teaching time within our daily timetables. Assessment and reporting is undertaken dynamically (Online) and is highly personalised- teachers and students comment fortnightly on a completed curriculum task.

We aspire for our school to be widely acknowledged as having a rewarding and engaging social and interpersonal culture, which has been built on strong, clear and rewarding relationships. We recognise that a relational culture empowers our students’ to absorb the knowledge, develop skills and to gain personal dispositions which will enable them to become contributing citizens within a contemporary community.

Leopold Primary School employs staff that are committed to our values. We hope that you may consider joining our team.

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

Belmont High School is a large single campus co-educational secondary school south of the Barwon River in the regional city of Geelong with enrolments of 1268 students. We share boundaries with Roslyn Primary School and the Barwon Valley School (a specialist setting) and have had increasing cooperation and sharing with both in recent years. Camp programs operate at the school owned Tanybryn Campsite in the beautiful Otway Ranges. We have onsite access to BioLAB (the Victorian BioScience Education Centre) that specializes in human performance and sport.

A vertical House (pastoral care) system operates for all year levels and is pivotal in delivering management, leadership and wellbeing for students and teachers. The Year 9 Strive Program also supports pastoral care for students with the provision of a significant teacher, and community and pathways based curriculum, as well as a camping program. We are an RTO to support the delivery of VET programs at the school for our own and other school students and offer students a VCAL program.

Significant leadership opportunities for students at both junior and senior levels of the school exist and an extensive co-curricular program supported by teachers exists to value add to students’ experiences. This includes many opportunities for overseas travel increasingly with a community focus, including World Challenge. The school has also consistently been the top school in the Geelong region in inter school carnivals and team sport and has a very large and successful music and performance program.

The student population has become more culturally diverse over the past five years. The international student program adds to the cultural mix with students beginning their study in Australia with a school based EAL program in our English Language Centre prior to studying at appropriate year levels with mainstream students

We have experienced continued growth in enrolments as a result of interest in our programs, and pathways at the senior end of the school as well as our growing international fee paying program.

The school is accredited to offer a Select Entry Accelerated Learning Program, which has now operated for a number of years, and the school operates a student support centre for funded and unfunded students who require additional literacy and numeracy support. The Middle Years program caters for students in Years 7 and 8 and provides an innovative and engaging curriculum and pedagogy with a literacy and numeracy focus and individual learning plans for students. We offer two languages (Italian and Indonesian) both of which are growing in enrolment and both of which have sister school partnerships that see reciprocal visits.

A small but active parent association conduct monthly meetings that see guest speakers from program areas in the school give regular presentations, and our School Council regularly sees the need for an election. We employ a School Chaplain with a combination of local and government funding to support our Student Wellbeing Officer in the Student Wellbeing Center. A Health Centre staffed by a Nurse is connected to the student wellbeing area.

The Leadership consists of the Principal and 3 Assistant Principals with discrete portfolios and 12 Educational Leaders – 8 House Leaders and 4 Leaders of Learning. All Educational Leaders have a shared responsibility for addressing the goals of the AIP and SSP.

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of Physical Education 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 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

Lara Secondary College will be in it's eighteenth year of operation in 2020. We have built the school with a clear vision for continuous improvement with the student at the centre of all that we do. Our vision and direction is guided by our values of EXCELLENCE, TEAMWORK, COMMITMENT AND RESPECT which is centred on our College Motto – Realise Your Potential.

Our agreed purpose is to ensure that all students are successful in reaching their potential in the shared knowledge that all students can learn. The College offers a rich and broad curriculum across all year levels. Students in Years 7/8 work in “pods” of two classes enabling high levels of monitoring, learning and differentiation with two core teachers to ensure that strong relationships are built as students transition to the secondary setting. We also have a broad range of elective based subjects at Years 10 and we offer many opportunities for students to select their VCE/VET or VCAL subjects according to their academic passions.

Lara Secondary College is committed to work as a Professional Learning Community (Defour and Defour) and we are committed to working collaboratively to establish a guaranteed and viable Curriculum as well as closely monitoring student learning and ensuring that a structured process of intervention is in place to ensure that “all students learn”.

At Lara Secondary College every student is supported to be their best and learn to their full potential in an environment where teachers are passionate about their work and their students.

The College has a strong focus on delivering high quality teacher practice via the implementation of a Common Instructional Model, which focuses on the 9 High Yield Teaching Strategies outlined in Dr. Jane Pollock's book “Classroom Instruction that Works” (Marzano, Pickering & Pollock).

School Wide Positive Behaviours is our framework for the ongoing support and development of student wellbeing. These priorities are embedded in our practice and enable the school to be clearly focused on the work that is critical to student success. We know that relationships between students and teachers have a large impact on student learning and our work. We understand that students learn best when they relate well to their teachers, when they feel safe and secure.

Our intensive pastoral care curriculum across Years 7 - 12 includes a structured program to support the development of academic success, individual self-esteem, learning confidence, resilience and persistence, as well as the essential ability to relate positively to others. We pride ourselves on strong and positive relationships between staff and students and work with passion and enthusiasm to ensure that every student gains the maximum benefit from their secondary education at Lara Secondary College.

Lara Secondary College has a very strong focus on the five main areas listed below:

1. Common Instructional Teaching Model

All teachers at the College deliver their lessons in an agreed Common Instructional Model based on the implementation of 9 evidence based High Yield Teaching strategies. Such teaching strategies are implemented in order to gain high level achievement growth for all students across Years 7 – 12. Teaching staff regularly collaborate to ensure high quality teaching strategies are implemented across every class within the College.

1. Student Engagement Policy

The College implements very clear guidelines in relation to student management and health and wellbeing. Such clear and concise documentation enables all people involved with our College to develop a real sense of pride and belonging to the College. Respect of oneself and each other is a strong focus of the College.

1. School Improvement Policy

We believe that all students learn at different rates. It is for this reason that all students from Year 7 – 10 have the opportunity to improve their first result on a Common Assessment Task, if they believe with an extra week of study and more effort, they will fully understand the topic being studied and therefore obtain a better grade. We provide opportunities for all students to understand that the amount of effort they place into their studies will ultimately determine their level of academic success. ‘Attitude not Aptitude, will determine your Altitude’

1. Academic Scholarships at Year 7 and Year 10

The College offers Academic Scholarships at Year 7 and Year 10 to the value of $500 each year for 3 years duration. The Academic Scholarships help support those students who are academically talented and ensure they are financially supported in reaching their high academic potential throughout their years in secondary school. Such students are also able to access our Year 7 – 9 Enrichment Classes where they will undertake more challenging curriculum work, amongst students of similar abilities.

1. Extra – Curricula Programs

The College offers a wide range of Extra –Curricula Programs including Performing Arts Evenings, Senior and Junior Music Evenings, Inter School Sports, Youth Parliament, Homework Club, SRC Leadership Involvement, School for Student Leadership Program, Year 9 Connections Program, International Exchange Programs, Upstart Business Ideas Program and many more.

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 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

Please include the contact details for three referees as below:

Referee Name

Mobile No.

Email Address

• 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

Ceres Primary School is committed to continuous improvement and attaining distinction in teaching and learning at every level. We have a reputation for developing strong leadership skills and confidence in our students. We also provide quality learning programs in all other curriculum areas. Specialist programs encompass Music, Art, Sport, STEM, Information & Technology, and Values Education to ensure student strengths and talents are addressed. Our programs are designed to cater for the individual needs of a diverse range of students.

Emphasis is upon inquiry based learning and explicit teaching to the point of need, with a strong commitment to values education. Technologies across the curriculum further combine to provide an exciting and accommodating learning program constructed to meet student's individual needs and to facilitate working in partnership with parents. There is a strong relationship between parents, staff and students, with a high level of parent participation on School Council, as classroom helpers, in fundraising and social activities.

Ceres Primary School has six full time teaching staff and five non-teaching staff (office and integration). The school offers its 100 students an attractive, safe and stimulating learning environment.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills (particularly with programs such as Thrass, Readers Notebook and the 6 Traits of Writing) across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills within a small school setting. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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

Bell Park North is a well-established F-6 school servicing the Geelong suburb of Bell Park. We strongly believe that effective teaching and learning is essential to the ongoing development of all children in preparing them for their future. The teaching and learning philosophy of all staff is aligned to the specific needs of each student using multi-disciplinary approaches and preferred learning styles which reflect current and technological trends.

Our team of enthusiastic and dedicated teachers and support staff are committed to maintaining best practices for teaching and learning so that the best possible learning outcomes are achieved. We demonstrate our academic rigour and excellence which we instil in students by setting high expectations and delivering all learning experiences at a high standard. This encourages students to develop into self-disciplined, self-regulated, knowledgeable and independent learners. We have risen to the challenge of staying abreast of technological trends to maintain a whole school focus on using Digital Technologies within the classroom to support children's learning.

We maintain a strong focus on continuing to improve in the areas of English and Mathematics and have been extremely proud of the growth children have been making. In 2019 our NAPLAN results showed that the growth children had made between Grades 3 and 5 in all areas tested was above the state means.

Our positive school based programs and learning and leadership opportunities assist students in becoming resilient and effective team members who are able to integrate and deal with all situations.

We are proud to be a Kids Matter and Healthy Achievement School where we support the mental and physical health and wellbeing of every member of our school community. Our on-going commitment to the Peer Support Program is a testament to this.

At Bell Park North Primary School we applaud the commitment and dedication of each and every member of our school community whose dedication, hard work and support make our school the successful learning environment it is today.

Bell Park North Vision and Values Statement

Together we achieve to support the social, emotional and academic learning of all students in our care.

Values which form the basis of our actions are:

Friendship

Respect

Integrity

Equality

Never Give Up

Do Your Best

Safety

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

Shortlisting for this position will take place from Monday 6th January 2020 due to timing.

• 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

About the role
This is a part time role, 0.4 fraction. The teacher will deliver English skill based units (Academic writing and communication skills), provide academic support to students, supervise and mark assignments and exams. This may also include coordinating and creating learning materials, depending on the candidate.

The person we seek will ideally have one or more of the following:

• A degree or diploma of at least three years full-time or equivalent (in Education or teaching English)
• Experience teaching English at VCE or equivalent in a secondary school or at a tertiary institution
• A suitable TESOL qualification or qualification that contains TESOL as a method (CELTA preferred).
• An appropriate TESOL teaching experience or be formally mentored by a senior staff member with this experience
• Experience in creating engaging and developmental learning materials for delivery of units (English or other).
• Experience with using a learning management system to assist and enhance the delivery of subject content
• A comprehensive understanding of pathway programs and their articulation with university courses
• Demonstrated understanding of and empathy for a multicultural environment
• Demonstrated ability to work independently and initiate change.
• Demonstrated ability to work with changing priorities and meeting deadlines

What we can offer you

• Flexible work arrangements
• A fun and supportive team environment
• First class modern facilities
• Career progression and development pathways
• Collegial and collaborative environment with the aim of academic excellence
• Mobility within the organisation and locations
• Health & Wellbeing packages which includes free counselling for employees and family, discounted gym membership, movie tickets, discounts on travel, accommodation and insurance
• Salary packaging and novated leasing

About Us
Navitas is a leading global education provider that has helped generations of learners transform their lives through education. We create life-changing opportunities to learn by delivering an extensive range of educational services to over 70,000 aspirational students across our global network each year.

Diversity and Inclusion
Navitas promotes and embraces an inclusive and diversified workforce. We believe equality, flexibility and diversity in the workplace will deliver a rich and collaborative environment for our employees, students and clients.

We encourage applications from candidates with disabilities, of all ages and genders, Aboriginal and Torres Strait Islanders and diverse community groups.

How to apply
Please apply online including your resume and a cover letter addressing the questions below. For enquiries about the role, please contact Jo Williams 03 5227 8159.

Your cover letter (max 2 pages) should include direct responses to the four points:

1. Why teach at Deakin College?
2. What role (s) are you applying for?
3. Using examples from your recent work history, demonstrate your commitment to professional development and continuous improvement.
4. Using examples from your recent work history, describe changes you have made to your teaching as to accommodate the diverse needs of international students, and how you have managed the changes.

Applications close on Sunday, 22/12/2019 at 11:59pm however, we reserve the right to progress or confirm applicants prior to the close date. Applications received after the close date may be considered pending the recruitment process.

Other key dates
Video and in-person interviews will be conducted in late December/mid January.
Position start date: 01/02/2020 

Extra information
For other information, or to view other opportunities, please visit navitas.com/careers
Successful candidates will require full working rights in Australia and undergo criminal records and working with children check.
By submitting your application, you acknowledge and agree to Navitas’ Privacy policy. Further information can be found at navitas.com/careers

• Awarded Top 20 most attractive Employer in Australia for 2019
• Flexible hours to maintain a healthy work-life balance
• Career advancement opportunities available

G8 Education is committed to delivering employee incentives and professional development programs to achieve a rewarding culture that will ensure an engaged and driven workforce.

Geelong World of Learning have an exciting opportunity for reliable, energetic Casual Educators to join our friendly 116-place service. We have opportunities that can provide a healthy work-life balance, and to suit your lifestyle. You will work in a supportive environment with access to learning resources that will increase your skills and help to advance your career, in whichever direction you choose.

As a casual member of our team, you will be a lifesaver to the centres covering for lunch breaks, annual leave and sick days.

For further information and photos of this centre, please visit the website below:

https://www.worldoflearning.com.au/centres/childcare-geelong/

The ideal applicant will have:

• Hold a Certificate III or Diploma in Childrens Services 
• A current Working with Children Check
• Be positive, motivated and passionate about the early years care, development and education of children
• Be a good team player

 Why you should choose us/what we can offer you:

• Flexibility to work the hours you want!
• A dedicated focus on your personal & professional development, including paid training – CPR, First Aid & more!
• Free uniforms provided annually
• 30% discount on full child care fees, available upon commencement
• Exclusive access to The Playground – G8’s benefits platform, with access to over 500 retailers

If you are ready for your next challenge and want to join a supportive working environment, please submit your application via ‘Apply Now’.

G8 Education is a committed advocate for child protection, safety & wellbeing. As an organisation, we have a zero tolerance to any form of child abuse or harm. The safety and well-being of children will always be our priority and we have an expectation that all of our team members embrace this shared commitment.

Please note the advertising closing date is indicative only. G8 Education reserves the right to close the advertisement before this date is reached. Therefore, it is encouraged that you submit your application as soon as possible.