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 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.

SC 6 Demonstrated excellence in Literacy teaching with deep pedagogical content knowledge and skills to implement a Literacy Intervention Program for identified students at risk from Prep through to Year 8.

The Fountas & Pinnell Levelled Literacy Intervention (LLI) is a powerful, short-term intervention program that provides daily, intensive, small-group instruction, which supplements classroom literacy teaching. The goal of LLI is to lift the literacy achievement of students who are not achieving grade-level expectations in reading, whilst linking reading and writing instruction in a meaningful manner.

The Hendy Campus LLI teacher will need to work both independently and collaboratively within the learning community spaces and show an ability to incorporate their knowledge of classroom pedagogical practice to enhance the LLI 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.

The responsibilities of the P-8 Classroom/LLI Teacher are:

• 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
• Work with the Learning Community Leader to determine students suitable based on the parameters of the program.
• Devise a timetable for instruction/ intervention.

• To report directly to the Campus LLI coordinator.

• To utilise F&P Benchmark Assessment to locate reading levels to determine groupings.

• Conduct and monitor intervention sessions.

• Collate ongoing assessment materials to support evidence of learning and to inform future teaching.

• Present data showing growth for each cohort of students.

• Provide timely feedback to Learning Community teachers and strategies useful to inform teaching practice.

• Provide continuing contact and monitoring of students who have completed the program.

• Management of LLI support worker (ES).

• Provide professional development to ES Staff and Teachers as required. This may include facilitating staff PLTs, individual coaching of ES, Campus and College Masterclasses with support of the Campus LLI Coordinator.

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

Geelong High School vision is:

Geelong High School is a positive and creative learning community that embraces its history and prepares students for life. We are committed to:

• Developing caring and respectful relationships;
• Empowering people to realise their potential through effort, responsibility and teamwork;
• Building healthy, resilient and productive global citizens

Our values are:

• Respect Responsibility Creativity Positivity Effort Excellence Teamwork

Geelong High School is a Year 7 - 12 co-educational school located near the centre of Geelong "The City by the Bay", and adjacent to a significant parkland area. Established in 1910, Geelong High School is one of the oldest secondary schools in the region. It has a proud history, celebrating its centenary in 2010, and is held in high regard by the Geelong community.

Current enrolment is approximately 950 students (maximum 975), drawn mainly from the nearby areas of East and South Geelong, the Bellarine Peninsula and across Geelong.

The Leadership Team comprises a Principal, three Assistant Principals, the Business Manager, IT Manager and eight Leading Teachers. There are approximately 110 staff, of whom 75 are teaching staff.

The school motto, VITAE NOS PARAT, which means “It” (the school) Prepares Us For Life, provides a basis for the total school curriculum, and there is a strong recognition within the school, that the various elements of the school community work in partnership to achieve optimum outcomes for all our students. Students are supported and encouraged to reach their full academic and personal potential, through innovative and engaging teaching programs such as the Geelong Positive Engagement Program (GPEP), Respectful Relationships and Reading Plus. In 2013 Geelong High School introduced Positive Education, based on the elements of positive psychology, to build a strong culture of optimism and growth mindset across the school.

The Geelong High School curriculum comprises a core year 7 and 8 program (including positive education), a core and elective program across years 9 and 10, and the later years program where students may study a combination of VCE, VET, VCAL, and Australian school-based apprenticeships (ASBAs). VCAL will be offered at year 12 for the first time in 2019.

The school has been granted $20.5 million for a major redevelopment of the entire campus which commenced during 2017. Stage one, comprising a new year 7 facility, music and dance rooms and a refurbished hall are now on-line and stage 2, comprising a new library, canteen, IT rooms, classrooms and administration, will be completed in mid-2019. A third and final stage will see a new arts facility and classrooms ready for occupation in 2020.

The use of learning technologies in the classroom is a priority at Geelong High School with appropriate PD being offered to staff and a 5 year eLearning plan currently being implemented. The school has an extensive computer network that is continually evolving. The school is fully 1:1 with BYOD for years 7-12.

Central to the structure and operation of the school is the house system. All students are actively involved in the house system and the student management and welfare of students is centred around this structure. Student leadership is an integral part of the school culture. Leadership amongst students is actively encouraged and celebrated at all levels with students being given the opportunity to be involved in the decision making processes of the school. Leadership opportunities come from a broad range of activities such as the School Captains, SRC, House Captaincy, Band Captains and Performing Arts, Green (Sustainability)Team. Geelong High School aims to build on strong community links and to be supportive of all members of its community.

SCHOOL INFORMATION PACK AVAILABLE ON REQUEST

Teachers

Other Information

All applicants must have a personal profile on Recruitment on Line and ensure that it is up to date including VIT registration status. Applications should also be lodged on Recruitment on Line to ensure that notification of outcomes is delivered to a current email address. To commence work at Geelong High School the successful applicant must have current registration with VIT.

Where more than one vacancy has been advertised, that includes one or more of the same subject/duties, e.g. Mathematics / Science, Mathematics / Science / VCAL etc , it is not necessary to submit more than one set of hard copy applications as you will be considered for both/all similar vacancies.

Applications must include:

1. A specific response to each of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 12 pages.
2. A CV with a summary of experience and qualifications.
3. The names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.

   The panel reserves the right to request additional referees other than those listed.

   Educational Support Staff

   Other Information

   All applicants must have a personal profile on Recruitment on Line and ensure that it is up to date including Working With Children Check information. Applications should also be lodged on Recruitment on Line to ensure that notification of outcomes is delivered to a current email address. To commence Work at Geelong High School the successful applicant must have current Working With Children Check.

   Applications must include:

1. A specific response to each of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 7 pages.
2. A CV with a summary of experience and qualifications.
3. The names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.

   The panel reserves the right to request additional referees other than those listed..

1. Demonstrated high level of proficiency in using a Timetable package

2. Demonstrated thorough knowledge of School management practices in a DET setting

3. Demonstrated ability to work independently and as an effective team member, displaying initiative, accuracy and reliability, and maintaining confidentiality.

4. Demonstrated ability to provide administrative support at an executive level.
5. Well-developed organisation skills with a demonstrated ability for effective time management, establishing priorities relating to the work area

Hours for this position will be negotiated around the establishment of the timetable and could include other duties as directed by the principal.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

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.

INSTRUCTIONS

These duties will be ES duties within existing time fraction. If you require clarification please contact Glenn Davey.

EXPRESSION OF INTEREST no more than 2 pages

RELATIONSHIPS

• School Operations AP

  Will provide Support and mentoring They will also Liaise
  in all matters pertaining to the Timetabling of the
  school program

• Edvals Liaise in relation to any issues involving Daily
  Organisation/Timetable package
• Compass Liaise in relation to any issues relating to Compass School
  Management Package

REFERENCE MATERIALS

• VGSA Agreement Local Conditions

DETAILED DUTIES

In consultation with School Operations AP

• Recommend appropriate timelines to ensure staff and students have timetable information prior to the end of each semester
• Entry of data – student/subject/teacher
• Blocking of student choices
• Allocation of students to units, communication to students and parents
• Ongoing modification/adjustments of existing student data
• Entry of new student data
• Liaise with those responsible for enrolment of new students and exit of existing students
• Liaise with Home Group Teachers Pathways House Leaders and Welfare staff when required to assist students in regard to their choices
• Refer individual students for counselling regarding final course selections where changes to the selected course are required.

TIMETABLE

• preparation/distribution of timetable throughout the year
• preparation/distribution of individual teacher timetables
• preparation individual student timetables
• preparation if individual room timetables
• maintenance/update of software package
• entry/exit data as required
• liaise with person in charge of absences

ACCELERUS

• Work closely with the Accelerus Co-ordinator to ensure accuracy of the data base

OTHER

• To advise on the practicability of timetabling any curriculum proposal
• To monitor the course selection processes across the school to determine the viability of blocking arrangements across year levels and within a year level and to advise the School Operations AP accordingly
• To ensure class lists are accurate and are maintained
• To update teacher class role folders at the end of each month and file roles as required
• To advise the School Operations AP of the practical aspects of allotting staff to classes

MEETINGS

Regular with School Operations AP

OTHER DETAILED DUTIES AND IMPORTANT RELATIONSHIPS WILL INCLUDE:

• School Operations AP
• Accellerus co-ordinator
• House Leaders
• Daily Organiser
• Compass Information
• Edval information

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

• 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

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.

(a) Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.

(b) Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.

(c) Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(d) Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.

(e) Interpersonal and communication skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii) An ability to work with parents and the community to develop a strong learning environment.

(f) An ability to work with parents and the community to develop a strong learning environment based on partnerships.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;

- allocation of budgets, positions of responsibility and other resources within the area of responsibility;

- supervision of the delivery of teaching programs;

- management of programs to improve the knowledge and experience of staff;

- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

- contribute to the overall management of the school;

Appropriately qualified individuals 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

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 also have a $1.5 million upgrade currently being 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 understanding of initiatives in student learning including the Australian Professional Standards for Teachers, the Assessment and Reporting Advice and the Framework for Improving Student Outcomes and the capacity to implement curriculum programs consistent with their intent.

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

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

SC6 Willingness to offer additional programs outside of the classroom, to enrich the learning environment at Tate St. Primary School

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

Barwon Valley School is committed to safety and wellbeing of all children and young people and has zero tolerance for child abuse. (Child Safe Standards)

Our VISION is to be an inclusive community centred on student achievement, wellbeing and engagement.

Our School Values are TEAMWORK, RESPECT, FUN, DIGNITY and SUPPORT.

Barwon Valley is a Special Developmental School situated on the corner of Reynolds Rd and Laura Ave in Belmont. It is a purpose built facility which provides a friendly, stimulating, caring and secure environment for students with moderate to profound disabilities. The school facilities include classrooms with extended outside learning spaces, a kitchen, an Independent living centre, an art room, a library, 3 therapy treatment areas, 2 medium sized multipurpose rooms, large hall, gym and sensory room. In 2013, a brand new Aquatic Learning Centre (Hydrotherapy Pool) was completed.

Students from the greater Geelong area including Bannockburn, Winchelsea, Ocean Grove and Little River are transported on buses contracted to the Department of Education.

The school recognises that each student has differing educational, physical, social, emotional, intellectual and cultural needs. Teachers, along with teacher aides, Occupational Therapists, Speech Pathologists and Physiotherapists, a Nurse and Wellbeing personnel ensure that students have the maximum opportunity to access, participate in and be offered a full education.

Our educational environment is comprised of Junior and Senior Learning Communities. An annex of the Senior Learning Community comprising of 2 groups is located at Oberon High School. In the Junior Learning Community we have a group of students who attend Oberon South Primary School with our staff.

An excellent staff/student ratio ensures that class groups have approximately 9 students. These groups are arranged with the flexibility to provide programs appropriate to each student’s needs. A comprehensive curriculum is implemented to assist students to reach their maximum potential in both school and community settings. Students are actively involved in setting their learning goals in consultation with parents and other relevant personnel.

The school follows the Victorian Curriculum F-10. We use the Abilities Based Learning and Education Support (ABLES) as one of our key assessment tools. Integrated Units are produced to drive the curriculum delivery and the implementation of Individual Learning Plans. In the Senior Learning Community students in Years 11 and 12 use the South Pacific Education Course (SPEC) to support their learning and all have Career Action Plans (MIPS) designed to assist students and their families prepare for post school options. Internal and external work experience programs are provided for students across the Senior Learning Community and strong links with local agencies and businesses support us with this program.

We use SWPBS to support students to manage their behaviour, using our school values and the Zones of Regulation to underpin this approach. We use a school designed Student Attitude to School Survey to inform practices and implement a school adapted approach to Restorative Practices.

We implement the Starting Right program at the beginning of each term to establish school routines, behaviours and expectations and are expanding the implementation of the Health and Human Relations program SO Safe! across the school.

We have an Allied Health Team including therapists, wellbeing personnel and nurses. The therapy team supports students to access their educational program and support classroom staff in the delivery of these programs. The therapists work as consultants, deliver individual and group programs and assess and report. The school has sensory, wellbeing and regulation rooms. The wellbeing personnel support the whole school community consulting with parents, implementing individual and small group programs with students. The school nurse provides health advice and training to staff and address students’ medical needs.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

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.

SC6 Demonstrated capacity to support their personal and educational needs.

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.

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.

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

- 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 applicants must address the Key Selection Criteria.

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.

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

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

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

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

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

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

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

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

1. Demonstrated experience in managing adolescent welfare programs.

2. Possess high level oral and written communication skills and the qualifications and technical knowledge and expertise relevant to the position.

3. Demonstrated ability to work as a member of a team.

4. Demomstrated capacity to case manage individual students, providing quality programming and interventions.

5. Capacity to assist other staff in implementing quality engagement and wellbeing practices.

6. Ability to design and deliver alternative targeted programs.

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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.

This is a project position to work with a group of identified students to case manage their education and behaviour programs. The successful applicant will need to have demonstrated skills and qualifications in counselling support and project management.

The Student Wellbeing Case Officer will

- work with Middle SubSchool Team to lead programs that address specific needs and promote student engagement and wellbeing

- Work with the subschool teams to design effective engagement plans and oversee and monitor their implementation

- Support the subschool in the implementation of College student management policies

- work with Student Services team to appropriately document support for students and provide timely information as relevant to staff

- work with staff to undertake successful meetings with parents and other relevant groups to meet student needs

- liaise with DEECD and external services to further support students

- counsel and support students

- work with staff to develop positive relationships with students

- work with staff to provide optimum learning environments for students

- communicate appropriately with parents/carers and external support

- maintain appropriate documentation including confidentially as relevant

- other duties as negotiated with Principal Team

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

- 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

Prefered time fraction 0.6 over 4 days.

• 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

Wallington PS is situated in a small, semi-rural community on the Bellarine Peninsula close to Ocean Grove and Leopold. The school provides a central point for the community of Wallington that is supportive of and involved in the school in many ways. There has been a school on the site since 1868 and therefore there has been a ‘long tradition’ of community involvement.

The community of Wallington is largely made up of ‘small acreage allotments’, designed for a low density population. This factor creates a fairly stable enrolment for the school. However, the size, rural aspect, magnificent environment and positive reputation of the school have attracted many students from a wider area.

The school population has grown to approximately 180.

The development of the school site has allowed for a variety of learning and play spaces for children. The addition of a multi- purpose room, Arts Centre and kitchen facility will add to the learning areas available for class use. Thus allowing for an extension of both indoor and outdoor areas for the student’s education. .

Wallington has a dynamic learning environment that encourages students to become independent learners. As they move through the school a supportive and caring approach is fostered to allow students to achieve their learning goals. The school enjoys a positive relationship with the wider school community and has an active parent body that is involved in many aspects of the school.

The strengths of Wallington Primary School are many and include such things as the size of the school population, the ability of the staff to work as a team and to support each other through their planning, commitment and willingness to embrace new ideas and methods, the family atmosphere that exists in the school and the development of innovative programs which challenge and engage students in their learning. Teachers work together in a professional way to develop their knowledge, through “Professional Learning Teams”, to improve student learning outcomes.

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 commitment, ability and knowledge to plan, implement and evaluate a creative, engaging visual arts program in line with the Victorian Curriculum.

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

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


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

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

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


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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

• 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

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

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

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

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

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

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

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

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

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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 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 work in teams to develop, implement and assess curriculm.

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

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

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

• Select Entry Academic Achievers program
• Scholarship program (Academic Excellence
• Student Leadership, Community/Good Citizenship & Sporting Excellence)
• Yr 7-10 ipad program
• STAR & ACE Literacy & Numeracy individual needs programs
• VCE Tutorial Program
• Excellence in Sports program
• International Student program
• HPV, Human Powered Vehicle, Advance Program
• Performing Arts program
• English as an Additional Language (EAL) program which includes a VCAL (EAL) program for older students
• There is also ongoing withdrawal or team teaching EAL support to students.

The college is a base for the Geelong English Language Centre since 2007. Approximately 30% of the students are from a Language Background other than English.

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

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

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

SC1 Demonstrated knowledge and understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent.

SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice.

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

Oberon High School is located in the Geelong suburb of Belmont. The school has a student population of 575 and draws from the immediate area as well as from rural and coastal areas extending as wide as Ocean Grove to the east, Winchelsea to the west and students from northern suburbs of Geelong. Approximately 70% of students who attend the school are from beyond the schools recognised catchment. Oberon High SFO is 0.4513. We have 24 PSD (program for students with a disability) funded students and only a few students who are EAL (English as Additional Language).

Oberon High School has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability. This philosophy is reflected in the school mantra of ‘shape your future … go one better’. To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework ‘The Oberon Good Lesson’. This framework is based on the Professor David Hopkins ‘Powerful Learning Framework’ and incorporates elements of John Hattie’s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes. Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews. To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called ‘Target 3’. This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.

This approach to learning has resulted in above average growth in NAPLAN from years 7-9 and very good results/outcomes in VCE (well above the state and regional results). The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school. The school will continue to focus on ensuring that NAPLAN results show learning growth/improvement in all areas for all student ability levels, is at a faster rate than the state average.

Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority. The school has a very positive culture which exists between staff, students and parents. This is reflected in the student attitude to school results, parent opinion and the staff opinion survey. All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.

Over the last three years the school has been working closely with DET and the State Government to investigate the long term future of Oberon High in its current location. With the increasing population in the Armstrong Creek development area the State Government acknowledged the need for a secondary school in that area. As this was seen as a priority it was announced in October 2018 by the Minister of Education that Oberon High School is to be relocated to the Armstrong Creek Education Precinct in 2021.

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

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

Mandama Primary School is located in Grovedale in the southern suburban area of Geelong in the midst of an extensive residential area from which it has consistently drawn a strong enrolment. Grovedale is predominantly a residential suburb with light industry located along and to the east of the major arterial road which runs through to Torquay on the south coast.

Mandama is one of three local primary schools, the others being Grovedale West and Grovedale which are around two kilometres from Mandama, the largest of the three schools. There are also two large secondary schools in the area being Grovedale College and Oberon High School. The school is accommodated in well maintained facilities dating from the 1980s and constructed on the Core Plus model of a permanent building linked to a number of relocatables. The open-plan BER complex was constructed in 2010.

The current enrolment is approximately 408 students drawn largely from the general neighbourhood of the school. In terms of the Student Family Occupation, Mandama has an SFO Index of 0.4708. About 3% of students receive Disability and Impairment funding across a range of levels. The school reports that a high percentage of our families have both parents involved in full time or part time employment and consequently the numbers at our Before and After School Care (established in 2003) facility have remained constant. The broad spread of family occupational status throughout the Mandama community leads to a wide and diverse range of abilities, experiences and talents in the school population.

Organisationally classes are structured in 2018 as follows; Prep, 1-2, 3-4 and 5-6. There are 40 staff across teaching and education support roles.

As a reasonably large school Mandama is able to provide a broadly based curriculum with specialist programs in Physical Education, Performing Arts, Music, Visual Arts, as well as Italian and Literacy Support resources. The school is also addressing ways to further expand its ICT capacity as a tool for student learning.

The Mandama parent/carer and family community works in a productive relationship with the school including active involvement in a range of curriculum programs.

SC1 Demonstrated understanding of initiatives in student learning including the Victorian F-10 curriculum and how you would create an effective environment for learning.

SC2 Demonstrates understanding of how students learn and effective classroom teaching and behavior management strategies.

SC3 Demonstrate a capacity to plan and work with colleagues to continually improve teaching and learning, including a capacity to reflect on, evaluate and improve professional knowledge and practice.

SC4 Demonstrate ability to monitor and assess student learning, analysing data and to use this data to inform teaching for improved students learning and growth.

SC5 Demonstrate high level written and verbal communication skills and high level interpersonal skills including the capacity develop constructive relationships with students, parents, other staff.

SC6 Demonstrate ability to work effectively in a professional learning community (PLC).

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

Surf Coast Secondary College prides itself on providing its students with the knowledge, life skills and technical prowess required to succeed in a rapidly changing 21st century. The SCSC community is an active, high achieving community and these characteristics are evident in every aspect of our school.

SCSC is strongly committed to the development of contemporary learning and teaching skills and has worked hard to support staff and students to develop the skills required to succeed within a cutting edge learning program. The entire staff at SCSC believes in the premise that the more actively a student participates, the more they will enjoy their studies, which more than often translates into higher grades and greater depth of learning.

As part of the College’s focus on providing its cohort with the most contemporary learning devices, all students at Year 7-9 are equipped with an iPad and Year 10-12 students select from a panel of devices (Macbook Pro, Macbook Air or an Ipad), giving them instant access to school tasks and associated learning material, at the same time honing their technical skills. The high level use of learning technologies within the classroom has seen SCSC be recognised as an Apple Distinguished Program school and has also seen the school feature for the DET Digital Learning branch as an exemplar school in this field.

At the beginning of 2014 SCSC moved to its new home in a state of the art learning and teaching facility in Torquay. The new facility has allowed the college to further explore and implement learning and teaching practices that are truly contemporary. Today’s students need to be able to work collaboratively, research and plan independently, be inquisitive and curious and be expert problem solvers. Students and teachers at SCSC are able to work alongside each other to analyse and evaluate the knowledge available at their fingertips then utilise complex thinking processes to create new understanding. This work is best done in a dynamic and fluid environment and requires students to be able to move between different learning environments. The learning environment at SCSC provides this through a creative flow of learning spaces that allow for a multitude of learning and teaching activities to occur. This is achieved through the provision of a variety of distinct learning environments such as quiet spaces for teacher / student conferencing; tiered theatrettes for presentation style activities; flexible breakout spaces that allow for group and individual inquiry equally and specialist learning spaces to engage in the application of technical skills and competencies.

SCSC also enjoys a number of specialist amenities including an art precinct, performing arts spaces, state of the art science labs, fully appointed materials tech spaces, a stunning food technology area and championship sized gymnasium and fitness studio.

SCSC is keen to attract high performing staff who are committed to supporting students be creative, deep learners with a strong social conscience. SCSC has a high expectation that all staff will work hard to further develop the learning and teaching philosophies of the school and support students to truly reach their academic and social potential.

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 capacity to use digital learning to enhance directed student learning outcomes and to provide contemporary opportunities for students.

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

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 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to support the emotional and social development of students.

SC3 Demonstrated experience in a classroom setting to implement a modified learning program.

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

SC5 A commitment to professional learning and growth.

[Attendance requirement for this position]

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

Lara Lake Primary School is located 15 kilometers North of Geelong. It first opened its doors in 1865 and has a proud history of quality education and care for all students. The school has continued to grow, achieving its highest enrolment of 690 students in 2018.

The School Vision is ‘For each and every child to be literate, numerate, curious and caring.’ The School Values are ‘Respect, Responsibility and Excellence’. Students, staff and the community uphold these values to make Lara Lake the outstanding school that it is. The school is constantly striving to improve, placing the needs of the students at the forefront.

Our facilities are mostly modern and bright. Our buildings and features provide a safe and attractive learning environment which will continue to be of the highest standard. In 2017 and 2018, the school received Capital Works Grants to further re-furbish classroom spaces and add extra classrooms. The school also has a synthetic all-weather oval and a full sized gymnasium. This building includes a music room, a canteen and a full size basketball court. The school has flat screen TVs in every classroom and runs a 1-1 iPad program for all students in Grades 3-6.

The 2018 staff profile comprises 57 staff members, including a Principal, 2 Assistant Principals, 2 Leading Teachers, 36 classroom and specialist teachers, 4 administration staff and 12 Educational Support staff. In 2018 there are 30 classrooms.

The school has a strong reputation for quality curriculum programs and all staff have a solid understanding of the Victorian Curriculum. Classroom programs are offered alongside a comprehensive specialist program consisting of: Visual Arts, Performing Arts/Music and Physical Education. There is a whole school focus on social/emotional learning through the implementation of ‘Play is The Way’, a pro social program. This allows students to develop the necessary skills to problem solve, work independently, develop empathy and understand themselves and others. Lara Lake aims to develop outstanding citizens.

1. Demonstrated case management and staff liaison skills

2. Experience in counselling young people who have experienced trauma and display challenging behaviours

3. Experience in supporting young people with mental health issues

4. Capacity to work co-operatively with a range of agencies, teachers, education support staff, students and parents

5. Initiate and organise programs or activities for young people

6. Ability to collect and analyse appropriate data

There is no additional leave purchase requirement for this position.

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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.

Primary Purpose and Objective of the Position

To support students to achieve their wellbeing goals and improve their educational outcomes at Lara Lake Primary School.

Organisational Relationships and Impact

• This Wellbeing position works across the school.
• The position holder is required to work cooperatively and consistently with members of the school and wider community.
• The position holder will report to the two Assistant Principals.
• The position holder will manage their allocated time and job priorities to ensure an efficient and flexible workflow between various roles and available resources.

Responsibilities:

• As a member of the school staff, responsibilities will include:
• Working collaboratively within school teams to identify and support the wellbeing needs of young people
• The case management and counselling of young people identified at risk
• To engage identified students in initial counselling sessions and determine strategies.
• Facilitating access to community services and agencies to meet the health and wellbeing needs of students
• Ensuring access to accurate information and support related to things such as drugs, alcohol and substance abuse, family violence, accommodation, court matters and health related issues
• To support inclusion and increased school attendance through a range of strategies which might include outreach to parents and students where appropriate
• Maintenance of confidential files and records in accordance with professional guidelines, ethical codes, health records and privacy legislation

The school Wellbeing position supports the work of Leadership and Student Support in the following areas:

• Promotion of a school culture and staff professional practice aligned with the Child Safe Standards
• To contribute to the Key Improvement Strategies related to the Annual Implementation Plan by developing and promoting student voice, and setting expectations and promoting the inclusion and engagement of all students.
• To work with PSD to support the inclusion of all students particularly those who have experienced trauma or are funded for Severe Behaviour Disorder

Qualifications:

• Social Work or other community service qualification
• Valid and current Victorian Drivers Licence
• Satisfactory criminal history check; and
• Working with Children Check Employee Card

Personal Qualities

• Organisational and time management skills
• Strong work ethic.
• Good communication skills – verbal, written, ICT.
• Good interpersonal skills.
• A committed, well presented professional.
• An ability to work with others as a part of a team.
• An ability to work independently with minimum supervision
• Honest, trustworthy and respectful of privacy.
• Flexible and respectful of cultural sensitivities.
• An ability to manage work/life balance for a healthy lifestyle

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

• 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

Manifold Heights Primary School is located in a suburban environment in West Geelong and commands outstanding views over Corio Bay and the City of Greater Geelong.
The school was originally established in 1926 with 60 pupils and has experienced an overall growth pattern.
Enrolments are currently at 413. Our educational precinct contains a number of State and Independent Schools and includes Newtown, Ashby, Herne Hill, Holy Spirit, St Patricks. School facilities include heritage and new buildings, a multipurpose room and a canteen. Other facilities we enjoy are a Library and Art room and an Out of School Hours Care room.
The parent community is encouraged to engage in an active partnership with the school. Parents take an active role in our school and have assisted by being members on School Council and Sub Committees, Classroom Helpers program, working bees, assistance at camps and excursions, business sponsorship, social and fundraising activities. They are also given support, guidance and encouragement to assist their child's learning at home.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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 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 capacity to implement and/or support a classroom in which ICT leads to enhanced student learning outcomes.

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 2 sub-schools, Junior -Prep to Year 6, and Senior -Year 7 to 12. 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.

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

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

Belmont Primary School exists for its children.

Belmont Primary School was established in 1856, being one of the earliest schools provided in the Geelong area. The school is situated close to the Belmont shopping and business centre and in the centre of the original Belmont suburb. Strong links with many families whose members attended the school in the past have been maintained. A significant sense of history exists within the school and its community.

Our school has outstanding and modern facilities having benefited enormously in recent years from significant State and Federal grants. Our learning spaces now reflect and allow for great scope in providing a range of private and interactive spaces for student learning.

The school has heavily invested in technology providing banks of iPads and Notebook computers for student use and infrastructure that is world class.

Within a safe and nurturing learning environment we promote:

• A love of learning and a thirst for knowledge.
• All children achieving to their full potential; academically, socially, emotionally, physically and artistically.
• A highly developed sense of belonging to both school and the community.
• Confidence, compassion and the ability to get along with and accept others.
• An ability to successfully function in an ever-changing world.

The following values form the basis for all that we do as a school:

• Respect - Showing care and consideration for ourselves, others and property.
• Honesty - Being truthful and trustworthy in all we do.
• Responsibility- Being accountable for our actions and behaviours.
• Courage- Doing things that need to be done, even when they are difficult.
• Learning- Enjoying our learning and doing our best.
• Community- Doing our part to make our school the best it can be.

Social: community and demographics

The school enrolment is currently 291 students, with twelve grades. The school enrolment increased substantially in recent years with increases at all year levels and now is at capacity.

Students attending the school largely come from families where one or both parents are employed. The school has a Student Family Occupation of 0.28 which has fallen in recent years suggesting an increasing number of our parents arrive with higher levels of education and employment. The partnership between home and school is very positive with families placing a strong emphasis on education and providing valuable support for the school through School Council, Parents’ Club and as classroom and special activities helpers. The school also supports families through the provision of a well run Before and After School Care Program.

The school runs a multitude of programs and activities beyond that expected in schools which contributes to the rich and dynamic program offered to our students. These include our specialist programs of PE, Art, LOTE (Italian), Library and many additional programs such as Debating, Swimming, Gymnastics, Bike Education, Puberty, Gardening, piano, ukulele and guitar lessons.

We have a vibrant and dedicated staff that demonstrate their commitment to the children on a daily basis.

Features of their teaching include:

• A genuine love of children.
• A commitment to excellence in education and the needs of the individual.
• A commitment to ongoing professional development.
• An obvious enthusiasm for their role.
• A commitment to student welfare.

Educational

Currently the school provides a comprehensive education that reflects the Victorian Curriculum.

We take great pride in our work and are committed to seeing our children achieve to a high level in all academic areas. Considerable work in recent years has seen the development of a sequential integrated curriculum plan , with an increasing emphasis on utilising ICT and multi-media in teaching and learning practices. In 2016 we launched our BYOD program at the 3/4 year level. We are also committed to working collaboratively with neighbouring schools to improve student learning outcomes where this is possible. In 2017 we have launched a whole school Positive Behaviours Approach recognising two key rights: ‘The right to learn’ and ‘The right to feel safe’.

Belmont PS is a great place to learn and teach!

Further information on our school can be accessed at our website that has recently been updated www.belmontps.vic.edu.au

We welcome your interest in our school and would be pleased to provide a tour should you like to see our wonderful school in action.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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 commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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

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.

Barwon Valley School is committed to safety and wellbeing of all children and young people and has zero tolerance for child abuse. (Child Safe Standards)

Our VISION is to be an inclusive community centred on student achievement, wellbeing and engagement.

Our School Values are TEAMWORK, RESPECT, FUN, DIGNITY and SUPPORT.

Barwon Valley is a Special Developmental School situated on the corner of Reynolds Rd and Laura Ave in Belmont. It is a purpose built facility which provides a friendly, stimulating, caring and secure environment for students with moderate to profound disabilities. The school facilities include classrooms with extended outside learning spaces, a kitchen, an Independent living centre, an art room, a library, 3 therapy treatment areas, 2 medium sized multipurpose rooms, large hall, gym and sensory room. In 2013, a brand new Aquatic Learning Centre (Hydrotherapy Pool) was completed.

Students from the greater Geelong area including Bannockburn, Winchelsea, Ocean Grove and Little River are transported on buses contracted to the Department of Education.

The school recognises that each student has differing educational, physical, social, emotional, intellectual and cultural needs. Teachers, along with teacher aides, Occupational Therapists, Speech Pathologists and Physiotherapists, a Nurse and Wellbeing personnel ensure that students have the maximum opportunity to access, participate in and be offered a full education.

Our educational environment is comprised of Junior and Senior Learning Communities. An annex of the Senior Learning Community comprising of 2 groups is located at Oberon High School. In the Junior Learning Community we have a group of students who attend Oberon South Primary School with our staff.

An excellent staff/student ratio ensures that class groups have approximately 9 students. These groups are arranged with the flexibility to provide programs appropriate to each student’s needs. A comprehensive curriculum is implemented to assist students to reach their maximum potential in both school and community settings. Students are actively involved in setting their learning goals in consultation with parents and other relevant personnel.

The school follows the Victorian Curriculum F-10. We use the Abilities Based Learning and Education Support (ABLES) as one of our key assessment tools. Integrated Units are produced to drive the curriculum delivery and the implementation of Individual Learning Plans. In the Senior Learning Community students in Years 11 and 12 use the South Pacific Education Course (SPEC) to support their learning and all have Career Action Plans (MIPS) designed to assist students and their families prepare for post school options. Internal and external work experience programs are provided for students across the Senior Learning Community and strong links with local agencies and businesses support us with this program.

We use SWPBS to support students to manage their behaviour, using our school values and the Zones of Regulation to underpin this approach. We use a school designed Student Attitude to School Survey to inform practices and implement a school adapted approach to Restorative Practices.

We implement the Starting Right program at the beginning of each term to establish school routines, behaviours and expectations and are expanding the implementation of the Health and Human Relations program SO Safe! across the school.

We have an Allied Health Team including therapists, wellbeing personnel and nurses. The therapy team supports students to access their educational program and support classroom staff in the delivery of these programs. The therapists work as consultants, deliver individual and group programs and assess and report. The school has sensory, wellbeing and regulation rooms. The wellbeing personnel support the whole school community consulting with parents, implementing individual and small group programs with students. The school nurse provides health advice and training to staff and address students’ medical needs.

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 capacity to support learning outcomes for students with intellectual and physical disabilities and challenging behaviours.

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 applicants must address the Key Selection Criteria

• 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