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

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

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

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

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

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

DESIGN & TECHNOLOGY – Welding Engineering Metal and Auto employment

Brauer Secondary College is seeking a Welding Engineering Metal and Auto teacher. The successful applicant will be required to work as part of a multidisciplinary Science , Technology, Engineering ,Art and Maths, (S.T.E.A.M) team to develop integrated student inquiry projects.

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

Northern Bay College Profile

Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong. It is made up of four junior campuses (four P-8 campuses), one senior campus (years 9-12) a Family Centre and an Early Learning Centre. Our junior campuses are based on a team structure focussed around three learning communities, Year P-2, Year 3-5 and Year 6-8. Our Year 9 is another learning community leading on to post compulsory education at Years 10-12.

Northern Bay College’s aim is to provide a supportive, coordinated and consistent approach to the education and wellbeing of children and young people enrolled in government schools in the Corio/ Norlane area.

The vision of Northern Bay College is to instil community commitment, confidence and high expectations in lifelong learning by:

• Developing young people who are engaged, motivated and challenged to fulfil their potential.
• Maximising the educational opportunities and creating purposeful and diverse pathways for all students.
• Developing partnerships with other schools, community organisations and business which can empower a community through learning.
• Integrating education and community/ family services in the one precinct.
• Creating a community that is literate, numerate, curious, articulate, resilient and passionate.
• Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best.
• Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning

The five campuses that make up Northern Bay College have been undertaking sustained discussions and collaborative planning since the end of 2006 to create a new entity at the beginning of the 2011 school year. This project had been informed and defined by the collation and analysis of student outcomes that clearly indicate an educational need for cluster/ network or individual school improvement.

The College embraces a growing cultural diversity that includes Culturally and Linguistically Diverse students from non English speaking backgrounds and a significant indigenous population. The College is working towards addressing the specific needs of these students through a structured EAL (English as an Additional Language) and Wannick Program.

There is a significant enrolment of students with additional needs some of which are funded through the Program for Students with a Disability.

The College and the community is characterised by high levels of social disadvantage. The parent population is characterised by high unemployment, single parent families and high mobility. The Student Family Occupation Index range within the College averages). 0 80. Currently, many students start schooling in the Prep year without being `school ready’ All campuses are tailoring their programs and allocating their resources to meet the diverse needs of all students. These include:

• Re-engagement program for at risk students.
• Intervention programs in both Literacy and Numeracy.
• College Chaplaincy program.
• The development of an applied learning continuum.
• Transitions into, through and beyond are structured to support all students.
• Whole college and targeted wellbeing and engagement programs.
  

Northern Bay College is characterised by its core values:

Collaboration

The responsibility to actively work, plan and learn together in a flexible learning environment and to share our resources and learning with others.

Outcomes

To provide Corio Norlane communities with the highest quality educational programs in the best possible, world class facilities with a vision to instil community commitment, confidence and high expectations in lifelong learning.

Respect

The staff and students at Northern Bay College respect the College CORE Values without discrimination abiding by the basic principles of Freedom, Respect, Equality and Dignity.

Equity

At Northern Bay College we believe that our students have a right to quality at all times – quality teachers, quality resources, quality leaders, quality tasks, quality relationships, quality learning environments, quality facilities, quality outcomes and quality experiences.

In Summary

We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.

SC1 Demonstrated understanding of initiatives in student learning and curriculum development 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 behaviors 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 Demonstrated ability to create an inclusive teaching and learning environment that prepares students for the greatest success in their Year 12 studies

Role

The role will require the successful applicant to be able to independently design, develop, implement and review a range of curriculum for Years 9 to 12 using:

• (VCE) Study Designs for Legal Studies and Psychology

The applicant will be required to work collaboratively within and across our teams.

The role will predominantly involve teaching within the VCE Centre on our Years 9-12 Campus. A demonstrated understanding and ability to deliver curriculum that prepares students, across a variety of pathways, for success at Year 12 is essential.

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

Our School Context

Tate St. Primary School is a dynamic little school in East Geelong. The school places a strong emphasis on developing the core curriculum: i.e. literacy and numeracy and we have achieved some outstanding results in recent years. The Arts is also where we excel with our drama students being selected to perform for Prince Charles and Lady Camilla on a Royal Tour in 2015 and our Marimba band performing each year at the Queenscliff and Port Fairy Folk Festivals. We have a strong physical education/self-esteem program to nurture our students’ all round development and the children really enjoy our Spanish program. Students have access to these programs on a weekly basis, but we also run a School Choir and a Brass band, Marimba band and a Ukulele Band. We are also very lucky to have 2 large ovals, an interactive Outdoor Learning Area, a spacious Stadium, an Art room, large playgrounds, Basketball/Netball Courts, an Interactive Learning Centre and a well-resourced Music Room. We also have a class set of Mountain Bikes with a Bike Education Program. All classes have access to Interactive Whiteboards or large-screen TVs in their learning areas with class sets of iPads, Netbooks and desktop computers. There is a very strong community ethos with high levels of parent involvement in all aspects of school life. Tate Street Primary School offers its students a safe and inspirational learning environment where every child is known and valued. The 2019 enrolment is 184 and we will have 8 Classroom Teachers, 4 Specialist Teachers, the Principal and 8 Education Support Staff. We also have a high quality Out of School Hours Care Program running from 7.00-9.00am and 3.15-6.15pm.

We have just had a $1.5 million upgrade completed on our classroom wing.

FISO

Building Practice Excellence

This initiative is about teachers, principals and schools working together to exchange knowledge and ideas, developing and strengthening teaching and assessment approaches, building a culture of collaboration, mastering the use of learning interventions and student data, and enhancing feedback to students and staff. Tate St. is strong in this area as we were asked this year to share our superb Oral Language Program results with 40 other schools.

Curriculum Planning and Assessment

This is about schools embedding a culture of curriculum planning and assessing the impact of learning programs, and adjusting them to suit individual student needs so that students can achieve their full potential. Over the last 3 years, in particular, we have strengthened our use of assessment data and feedback to evaluate students’ progress, monitoring the impact of teaching and adjusting learning programs and interventions to assist every child at Tate St. to reach their full potential.

Building Leadership Teams

Being a smaller school, we are better able to achieve this goal as we develop the capabilities of our leadership team in using evidence and proven coaching and feedback methods. This has enabled us to build a culture of trust that is focused on improvement, and strengthened the induction of new teachers into the professional learning culture of our school.

Empowering Students and Building School Pride

We are currently developing approaches that give students a greater say in the decisions that affect their learning and their lives at Tate St. This is a priority on our Annual Improvement Plan for 2018, which will also see the introduction of the ‘Play is the Way’ approach to behaviour education. The whole school community needs to engage with our students so that they have a voice in the learning process, and fully and proudly participate in school life.

Setting Expectations and Promoting Inclusion

We are working across the whole Tate St. community to implement a shared approach to supporting the health, wellbeing, inclusion and engagement of all students, including setting behaviour expectations, building teachers’ understandings of positive classroom behaviour and engagement practices and ensuring students have the tools and skills to develop positive and self-regulating behaviours. This is an area in which Tate St. excels. The student behaviour choices have never been better.

Building Communities

We are constantly strengthening our capacity to build relationships with the broader community by partnering with the community sector and providers, (like Clonard College or the COGG or the Bluebird Foundation or even our Christian College Scholarship Program) and make strategic use of existing community resources and capabilities, and increase the services delivered ‘inside the school gate.’

Achievement

The front page of the Geelong Advertiser Newspaper stated in March 2015: “”The Nationwide NAPLAN figures, released last week, show Tate St.’s year 3s and 5s score above or significantly above the state average for reading, persuasive writing, grammar and punctuation, spelling and numeracy.” We believe that these recent achievements indicate that as the children have become more interested in school, more focused and more engaged because of the diversity of our programs, the school results have seen vast improvements in both NAPLAN and AusVELS. Even further good news is the latest results of the Student Opinion Survey. All Grade 5/6 students fill in the survey and it has been great to note that the students’ opinion of the school has improved in 9 of the 11 surveyed areas with huge increases in areas such as ‘Learning Confidence’, ‘Student Motivation’, ‘School Connectedness’ and ‘Classroom Behaviour’. Our ‘Parent Opinion Survey’ also indicates that in the opinion of the parents in the past 5 years, we are now performing in the top 25% of schools in 5 different areas with another 7 not far behind! ‘School Improvement’, ‘Parent Input’, ‘Extra Curricula Activities’, ‘Student Motivation’ and ‘Social Skills’ are 5 areas which have shown spectacular recent growth.

Engagement

Tate St. students strive to do their best in a strong school community where education is highly valued, students have a sense of belonging and a high level of engagement. Since 2010, Tate St. Primary worked tirelessly to actively promote and explore options that build student engagement and wellbeing. We hold a strong belief in the notion that “Education doesn’t need to be reformed, it needs to be transformed. The key is not to standardize education, but to personalize it, to build achievement on discovering the talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.” (Sir Ken Robinson (International Advisor on Education)

Our students are supported with a range of programs and activities both inside and outside the classroom to optimise engagement. A strong emphasis on student engagement using technology continues as a significant school focus with the use of networked desktop, netbook and iPad computers. Innovative use of Information & Communication Technology resources, where every classroom has an Interactive Whiteboard and continuing to increase staff skills remain an ongoing focus. Our excellent 1:1 computer-student ratio is enviable and we allow students to access these at lunchtimes. Lunchtimes also sees our school choir and bands practice and every Friday we hold a School Assembly where you will see music performances, class presentations and a variety of Student Awards presented. We also have student leaders including School and House Captains plus Art, Library, Music and Technology Leaders, a Student Representative Council, plus school sports, camps and excursions. Our Family Liaison Officer is highly valued and an asset to our school community. Student attendance is high, improving to over 2 days per year better than the State Average.

Well Being

Tate St. provides an extensive Prep Transition program with individualized tours of our facilities for prospective parents, providing ready and easy access to personnel and information and a new enrolment pack which outlines school processes and programs. Incoming students and parents are provided with many opportunities to familiarise themselves with the school environment. Anecdotal evidence from secondary schools indicates that our senior students are well prepared for secondary school, confident and possess positive leadership qualities. Parent helpers are encouraged in classrooms and provide opportunities to strengthen home/school partnerships. Our ‘Kidsmatter’ program aims for our school to be as inclusive as a primary school can be. Other programs e.g. ‘Kidshope’, ‘Wisechild’, and ‘Heartmasters’ also contribute to improved decision-making and self-esteem of our students. Support from Bellarine District staff continues to provide excellent and valued support for students with social/emotional needs. This also includes speech therapy, school nurse and referral work with psychologists & guidance officers. Our current strong prep enrolments and excellent ‘Parent Opinion Survey’ results and ‘Student attitudes to school’ surveys are a reflection of our performance in this area. At Tate St., we don’t just enrol the child, we enrol the whole family.”

SC1 Demonstrated experience in assisting primary school students with reading, writing and specifically oral language difficulties.

SC2 Demonstrated ability to work in conjunction with other staff and assist in the planning and implementation of a modified learning program.

SC3 Demonstrated knowledge in the teaching of a phonics program.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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

Whittington Primary School is a smaller, friendly school on the east side of Geelong. We are part of a successful local education hub, providing Early Years through to adult education. The school offers a broad and varied program, tailored to the particular needs of our students. Our community shares a wide mix of circumstances, with the majority being from a lower socio-economic background. To counter the majority of our student's inherent disadvantage, we make it our main purpose to increase the number of experiences and educational opportunities available to all our students.

Our Gold Accreditation in School-Wide Positive Behaviour Support allows us to nurture a calm, ordered, environment, where the school values of Respect, Responsibility and Safety underpin and support all learning. We place equal emphasis on academic, social and emotional education, as a foundation for lifelong learning and nurturing robust citizens. We also give due importance to building and maintaining positive relationships within our local and wider communities.

The experienced and skilled education team holds high expectations for all students and continuously seeks further improvement. The team comprises 2 Principal class, 9 teachers, 2 part time specialist teachers and Education Support. Many hundreds of hours of outstanding volunteer assistance from individuals and numerous organisations augment our work.

We use the highly regarded 'Levelled Literacy Intervention' for school-wide reading and writing approaches that have led to significant improvement. Our ICT facilities are state-of-the-art. A large number of our students are enthusiastically learning a brass or string instrument at school. Our specialist subjects are Science, Physical Education and the Arts.

The strong endorsement of our local and wider community results in numerous external partnerships that generate substantial support for the school and create significantly enhanced opportunities for all students. As a result, our curriculum includes Drama and Singing for all students at all year levels. We are also able to offer a comprehensive program of Sports, Camps and Excursion activities, with an annual swimming program for all students.

Integration with our community, while tailoring programs to community needs has increased parent involvement in day-to-day school programs. We facilitate a growing number of externally sponsored programs that have successfully provided additional support to many families. In addition, a Play group operates within the school for young mothers and their children every week. Daily Breakfast club is available to those wishing to participate and a free lunch is offered every day to all students. A fully structured Before and After School program is available Monday to Friday. The school's extensive pastoral program benefits from the support of a full-time Social Worker.

Our successful approach has seen a steady school growth in enrolments from 93 students in 2013 to 156 students at the beginning of 2019.

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 Demonstrated ability to meet diverse student learning needs and the capacity to develop student voice and agency.

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

Deans Marsh is a wonderful place with unique nature and wild life. Our school wishes to acknowledge that we are on the traditional lands of the Gadubanud people. We pay our respects to their elders, past, present and future.

Deans Marsh Primary School is a small rural school in the foothills of the Otways with a current enrolment of 61 students. A school bus service provides transport for the majority of children at the school. The school has newly refurbished buildings including a Student Learning Centre (with two classrooms and a multi-purpose area), Student Learning Studio, Art Room, Musical Kitchen, undercover area, spacious shaded grounds including two ovals, soft-drop play area, tennis/basketball court, orchard, wetlands, veggie garden and chook shed.

Being a small school, each classroom is in a multi-age learning environment with an emphasis on personalized learning. The key areas our classroom teachers teach are Reading, Writing, Speaking and Listening, Mathematics, Inquiry Learning, STEM and Health and Wellbeing. We have specialist staff who teach Music, Art, Library, Kitchen Garden and Indonesian. The school is committed to providing a stimulating learning environment that nurtures independent learners. Positive self-esteem is fostered in a supportive classroom environment with Restorative Practices and Respectful Relationships supporting a whole school approach to welfare. The school values of Respect, Responsibility and Resilience underpin all that we say and do at Deans Marsh Primary School.

Deans Marsh Primary School is a community school that fosters strong links with the families of our students. We are always excited to welcome new staff to our unique school.

At Deans Marsh Primary School, we live and learn in the country and thrive in nature whilst finding happiness and pride when achieving something challenging. (School Mission Statement)

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.

SC6 Demonstrated understanding of how to empower students with the happiness and pride that comes from achieving something challenging and to provide personalised learning opportunities within a small school setting.

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

About Our School

Apollo Bay is in a beautiful coastal town surrounded by the Otway ranges. This rich environment has attracted a community with a strong commitment to a healthy active lifestyle, the environment and a great interest in the arts. This is reflected in the colleges programs and supported by students, parents and the wider community.

The college is organised in Junior and Senior Sub-Schools with defined learning communities in each sub school. The total student population is approximately 270. Our college has a tradition of high academic achievement complimented by outstanding achievements in the Arts, Music and Sport. The great majority of our students move on to tertiary study post Year 12.

Our college is committed to helping develop in students the capacity, desire and tools to achieve their best in all endeavours. We foster a sense of awareness, responsibility and respect in global, family, community and individual contexts. We support and encourage students in the pursuit of excellence.

Our College motto is Unique Environment, Extraordinary Opportunities. Our new school values are Excellence, Respect, Integrity and Balance. We are delighted with our new facilities that were completed during 2015.

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

• 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 Our School

Apollo Bay is in a beautiful coastal town surrounded by the Otway ranges. This rich environment has attracted a community with a strong commitment to a healthy active lifestyle, the environment and a great interest in the arts. This is reflected in the colleges programs and supported by students, parents and the wider community.

The college is organised in Junior and Senior Sub-Schools with defined learning communities in each sub school. The total student population is approximately 270. Our college has a tradition of high academic achievement complimented by outstanding achievements in the Arts, Music and Sport. The great majority of our students move on to tertiary study post Year 12.

Our college is committed to helping develop in students the capacity, desire and tools to achieve their best in all endeavours. We foster a sense of awareness, responsibility and respect in global, family, community and individual contexts. We support and encourage students in the pursuit of excellence.

Our College motto is Unique Environment, Extraordinary Opportunities. Our new school values are Excellence, Respect, Integrity and Balance. We are delighted with our new facilities that were completed during 2015.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills 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. 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

This Learning Specialist role will have a specific focus on the development of Literacy skills and abilities across our Senior School 7-12. The successful applicant shoud be able to demostrate excellence in teaching and learning in the area of English and Secondary Literacy.

• 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

For over 30 years, the College (under its former name of Queenscliff High School) has served the local community and the past record of our students in academic, cultural and sporting fields is noted with pride.

Bellarine Secondary College is the only State Secondary College on the Bellarine Peninsula. The College is situated on two campuses: Years 7and 8 are located at Ocean Grove Campus in Shell Rd, Ocean Grove (500 students) and Years 9-12 are based at the Drysdale Campus, Peninsula Drive, Drysdale (760 students) with a total enrolment of 1260 students. The College draws enrolments from all towns on the Bellarine Peninsula including Drysdale, Clifton Springs, Portarlington, St Leonards, Indented Head, Queenscliff, Pt Lonsdale, Ocean Grove and Barwon Heads. Students also travel from East and South Geelong as well as from Leopold.

The College offers a rich and broad curriculum across all year levels. This curriculum includes VCE, VET and VCAL in the later years of schooling. The intent of schooling at Bellarine Secondary College is to make available for students a wide range of opportunities, providing them with a sound preparation for the transition from school to broader society. The College has established connections with tertiary providers within Geelong and continues to develop partnerships with other Registered Training Organisations. Applied learning is an important aspect of College curriculum and is built into student learning programs from Years 9 to 12. Bellarine Secondary College was one of the first schools across the State to offer a VCAL program which is now embedded in the school and recognized as best practice across the State. The College offers 23 VCE studies at both Units 1 and 3 levels. The College is proud of the breadth of the program offered and of the excellent results achieved in recent years.

The Year 7 & 8 campus at Ocean Grove presents a unique opportunity for students to transition from primary to secondary education smoothly. Parents speak passionately about the benefits of this structure.

Student wellbeing is given a very high priority within the College and students and parents are encouraged to make maximum use of help available. The College has a Student Engagement Policy which incorporates Restorative Behaviour practices College wide. Bellarine Secondary College is a partner school in the Respectful Relationships Program.

Student leadership and voice is highly valued within the College community and students have a structured and strategically developed program available to them from Years 7 to 12.

Bellarine Secondary College teachers utilise high impact teaching strategies in every classroom through the implementation of the Bellarine Classroom instructional model. This model has been developed in response to the work of Robert Marzano in The New Art and Science of Teaching.

In working towards achieving its goals, Bellarine Secondary College encourages a high level of participation by parents, staff and students. The College Council is the main policy and decision making body of the school, however all parents and staff can be involved in a number of committees and forums and provide support in other ways.

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

Moolap Primary School, established in 1878 is located on the Bellarine Peninsula seven kilometres east of the centre of Geelong. The school has a long and proud history servicing many Geelong families and has developed strong links to the local community, neighbouring preschools, and secondary colleges. The school was relocated to its present site in 1963. The school is situated on a large rural site, and its attractive grounds feature many mature native trees and several areas for creative play. Currently, the school has an enrolment of 225 students.

Moolap Primary School’s vision is to build a caring community engaged in learning and committed to its values.

The school’s mission / purpose is:

As a learning community we provide a safe, supportive, challenging and stimulating environment with high expectations for success. We foster respect, integrity and responsibility. Our programs are student centred and focus on developing creativity, effective communication, critical thinking and problem-solving skills.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Moolap Primary School, established in 1878 is located on the Bellarine Peninsula seven kilometres east of the centre of Geelong. The school has a long and proud history servicing many Geelong families and has developed strong links to the local community, neighbouring preschools, and secondary colleges. The school was relocated to its present site in 1963. The school is situated on a large rural site, and its attractive grounds feature many mature native trees and several areas for creative play. Currently, the school has an enrolment of 225 students.

Moolap Primary School’s vision is to build a caring community engaged in learning and committed to its values.

The school’s mission / purpose is:

As a learning community we provide a safe, supportive, challenging and stimulating environment with high expectations for success. We foster respect, integrity and responsibility. Our programs are student centred and focus on developing creativity, effective communication, critical thinking and problem-solving skills.

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

For over 30 years, the College (under its former name of Queenscliff High School) has served the local community and the past record of our students in academic, cultural and sporting fields is noted with pride.

Bellarine Secondary College is the only State Secondary College on the Bellarine Peninsula. The College is situated on two campuses: Years 7and 8 are located at Ocean Grove Campus in Shell Rd, Ocean Grove (500 students) and Years 9-12 are based at the Drysdale Campus, Peninsula Drive, Drysdale (760 students) with a total enrolment of 1260 students. The College draws enrolments from all towns on the Bellarine Peninsula including Drysdale, Clifton Springs, Portarlington, St Leonards, Indented Head, Queenscliff, Pt Lonsdale, Ocean Grove and Barwon Heads. Students also travel from East and South Geelong as well as from Leopold.

The College offers a rich and broad curriculum across all year levels. This curriculum includes VCE, VET and VCAL in the later years of schooling. The intent of schooling at Bellarine Secondary College is to make available for students a wide range of opportunities, providing them with a sound preparation for the transition from school to broader society. The College has established connections with tertiary providers within Geelong and continues to develop partnerships with other Registered Training Organisations. Applied learning is an important aspect of College curriculum and is built into student learning programs from Years 9 to 12. Bellarine Secondary College was one of the first schools across the State to offer a VCAL program which is now embedded in the school and recognized as best practice across the State. The College offers 23 VCE studies at both Units 1 and 3 levels. The College is proud of the breadth of the program offered and of the excellent results achieved in recent years.

The Year 7 & 8 campus at Ocean Grove presents a unique opportunity for students to transition from primary to secondary education smoothly. Parents speak passionately about the benefits of this structure.

Student wellbeing is given a very high priority within the College and students and parents are encouraged to make maximum use of help available. The College has a Student Engagement Policy which incorporates Restorative Behaviour practices College wide. Bellarine Secondary College is a partner school in the Respectful Relationships Program.

Student leadership and voice is highly valued within the College community and students have a structured and strategically developed program available to them from Years 7 to 12.

Bellarine Secondary College teachers utilise high impact teaching strategies in every classroom through the implementation of the Bellarine Classroom instructional model. This model has been developed in response to the work of Robert Marzano in The New Art and Science of Teaching.

In working towards achieving its goals, Bellarine Secondary College encourages a high level of participation by parents, staff and students. The College Council is the main policy and decision making body of the school, however all parents and staff can be involved in a number of committees and forums and provide support in other ways.

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 capacity to actively contribute to the development and implementation of the College Instructional Model based on the work of Robert Marzano in The New Art and Science 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

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 Family Services Department
This department is part of our Community Life Division, and provides services for families and children aged 0-12 through the delivery of programs such as Maternal and Child Health, Long Day Care, Kindergarten, Occasional Care, School Holiday Program, Parenting Programs and Playgroups.

About the Role
In partnership with the Community Child Health Coordinator provide leadership and support to the Maternal and Child Health (MCH) team to provide a high quality, professional service that meets program standards, implement changes to practice that reflect current policy direction, and take a systems approach to develop the service to best meet the needs of local communities.

Two permanent part-time (job share) positions each working 45.6 hours per fortnight.

Some of the key responsibilities in this role will include:

1. Providing strategic advice and information to the Community Child Health Coordinator.
2. Providing support in the routine management of the service and support to team members.
3. Providing leadership in the provision of a quality service that aims for continuous improvement.
4. Undertaking professional review of Maternal & Child Health practice and staff performance appraisals as delegated by the coordinator.
5. Maintaining professional knowledge and skills and applying theoretical frameworks to evidence based interventions.
6. Using a collaborative approach to develop and maintain partnerships with other professionals and relevant services.
7. Maintaining working knowledge of and meeting all requirements in respect to relevant legislation, program and practice guidelines and service agreements.
8. Contributing to the overall development of the service by fostering collaborative practice setting high standards and displaying strong leadership.

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

• Hold a current practicing certificate as a Registered Nurse Division One with additional qualifications of midwifery and maternal & child health endorsed by the National Nursing and Midwifery Board of Australia.
• Demonstrated leadership skills, ability to take a broad perspective of the service, be innovative and flexible.
• Well-developed clinical nursing, interpersonal and counselling skills.
• Well-developed understanding of quality assurance and continuous improvement principles
• Intermediate level of computer literacy – specific knowledge of CDIS software package
• Demonstrated knowledge and experience in supporting breast feeding women.
• Current employee Working with Children check, Victorian Drivers licence and a motor vehicle and comprehensive insurance. 

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

Enquiries: Merrin Kelly | 03 5272 4824 | merrinkelly@geelongcity.vic.gov.au

Applications close 5:00pm Friday 25 October 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.

Lara Primary school is situated in the north-east corner of the town of Lara. It is approximately 10 km from Geelong and 60 km west of Melbourne CBD. We currently have 375 students and 15 classes. In addition to the Principal and Assistant Principals, there are 21.4 EFT teachers and 7.9 ESOs.

The vision of Lara Primary School is to create a safe and caring environment that values a love of learning and fosters a strong sense of community. Our dedicated staff and families are committed to supporting each child to set goals and take pride in their achievements in a safe and caring learning environment. We articulate the behaviours to support our vision by implementing the school rules:

• I am safe
• I am respectful
• I am ready to learn

Our students benefit from having teachers with a range of different experiences and skills working together in teams, to support the learning of all students. We offer a broad curriculum based on building strong foundations in Literacy and Numeracy. There is an emphasis on developing life-long learners and learning how to learn is a vital component of this process. We strive to build a growth mindset that encourages students to have high expectations and understand that effort is needed to improve. Our curriculum is further enhanced by excellent specialist programs in Physical Education, Visual Art, Science Indonesian, Digital Technologies and Intervention.

Unique to Lara Primary School is our award winning Serendip Sanctuary Environmental Science Program. For the last 13 years, we have cultivated a Community Partnership with Parks Victoria. Lara PS has a classroom in the sanctuary and every child in our school visits the sanctuary for one week each year throughout their education. Our students feel a sense of pride and ownership of Serendip Sanctuary, and over time have developed deep understandings of environmental issues.

SC1 Demonstrated understanding of best practice in student learning and the capacity to implement the Victorian Curriculum in a manner consistent with inclusive pedagogy.

SC2 Demonstrated capacity to implement High Impact Teaching Strategies within the learning environment where student-centred learning drives improved outcomes in Literacy and Numeracy.

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 a capacity to develop constructive relationships with students, parents and other staff.

SC5 Demonstrated commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

A school tour will take place on Thursday October 17^th from 4:00pm. Please contact the school office on 5282 1427 to confirm attendance.

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

At Lara Primary school, we are committed to the Child Safe Standards and providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parent/carers to support student learning, engagement and wellbeing. There is particular attention paid to the most vulnerable children, including Aboriginal and Torres Strait Islander children, children from culturally and/or linguistically diverse backgrounds and children with a disability. Our school’s Code of Conduct and Child Safety Policy can be located on our school website.

• 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

Chilwell Primary School established in 1878 is located in Newtown, an inner Geelong suburb and has a current enrolment of 396. The school has catered for many generations of Geelong families and has developed close links with the local community, neighbouring preschools, secondary colleges and various universities. For many years the school has operated with 15 classes, however enrolment increases have seen an increase in classes to 17 in 2020.

The total school enrolment has been stable (between 340-350) for over 14 years, however this has increased to 396 in the past 3 years. The school has a defined zone and an aim to maintain an enrolment of less than 350. The enrolment committee comprising of parents, staff and principal has monitored enrolments into our school through the negotiated enrolment policy.

Chilwell is a family oriented school recognising and responding to the needs and diversity of family groups within our school community. Teachers and parents work together to provide a caring, secure and stimulating learning environment for all students. A strong partnership between home and school ensures that education is valued, that children want to learn, that they enjoy the trust of teachers and are aware of the rights of others in sharing in the life of the school. The school is responsive to community needs and the welcoming, open-door policy of the principal and staff ensures that issues and concerns are dealt with promptly and with sensitivity.

The Parent Satisfaction Survey attests to the strong relationship with General Satisfaction above 6.0 (2018)

Our intended outcomes are a further improvement in student progression points in Literacy and Numeracy. Performance measures and targets are to exceed state and like school benchmarks in student achievement and NAPLAN data. This process is outlined in the development and implementation of the school’s Strategic Plan and Annual Implementation Plans.

Teacher participation in professional learning – All teaching staff have participated in professional learning throughout the year to achieve school, team and personal goals. Other professional learning includes – Learning Walks, Coaching in Literacy, Numeracy and ICT.

The school has a progressive approach to the uses of technologies as a learning tool. All classes have access to ipads, desktop technology and a bring your own device program has been implemented in years 2-6.

The school has a strong emphasis on Literacy and Numeracy. This is demonstrated through our results in:

- NAPLAN

- Victorian Curriculum judgements

- School based and network-wide assessments.

- Online assessments

The school has set high expectations on our school community in both Literacy and Numeracy.

The school community takes pride in both the grounds and buildings. Funds and working bees have been directed towards maintaining both at a high standard.

Strategic Plan / A.I.P. available at www.chilwellps.vic.edu.au

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 incorporate to contemporary ICT practices into both a Literacy and Numeracy Program.

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

Lara Primary school is situated in the north-east corner of the town of Lara. It is approximately 10 km from Geelong and 60 km west of Melbourne CBD. We currently have 375 students and 15 classes. In addition to the Principal and Assistant Principals, there are 21.4 EFT teachers and 7.9 ESOs.

The vision of Lara Primary School is to create a safe and caring environment that values a love of learning and fosters a strong sense of community. Our dedicated staff and families are committed to supporting each child to set goals and take pride in their achievements in a safe and caring learning environment. We articulate the behaviours to support our vision by implementing the school rules:

• I am safe
• I am respectful
• I am ready to learn

Our students benefit from having teachers with a range of different experiences and skills working together in teams, to support the learning of all students. We offer a broad curriculum based on building strong foundations in Literacy and Numeracy. There is an emphasis on developing life-long learners and learning how to learn is a vital component of this process. We strive to build a growth mindset that encourages students to have high expectations and understand that effort is needed to improve. Our curriculum is further enhanced by excellent specialist programs in Physical Education, Visual Art, Science Indonesian, Digital Technologies and Intervention.

Unique to Lara Primary School is our award winning Serendip Sanctuary Environmental Science Program. For the last 13 years, we have cultivated a Community Partnership with Parks Victoria. Lara PS has a classroom in the sanctuary and every child in our school visits the sanctuary for one week each year throughout their education. Our students feel a sense of pride and ownership of Serendip Sanctuary, and over time have developed deep understandings of environmental issues.

SC1 Demonstrated understanding of best practice in student learning and the capacity to implement the Victorian Curriculum in a manner consistent with inclusive pedagogy.

SC2 Demonstrated capacity to implement High Impact Teaching Strategies within the learning environment where student-centred learning drives improved outcomes in Literacy and Numeracy.

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 a capacity to develop constructive relationships with students, parents and other staff.

SC5 Demonstrated commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

A school tour will take place on Thursday October 17th from 4:00pm. Please contact the school office on 5282 1427 to confirm attendance.

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

At Lara Primary school, we are committed to the Child Safe Standards and providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parent/carers to support student learning, engagement and wellbeing. There is particular attention paid to the most vulnerable children, including Aboriginal and Torres Strait Islander children, children from culturally and/or linguistically diverse backgrounds and children with a disability. Our school’s Code of Conduct and Child Safety Policy can be located on our school website.

• 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