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

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

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

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

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

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

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

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

SC1 Demonstrated capacity to provide basic physical, emotional, organisational and educational support to students with varying learning needs, including attendant care to students where necessary.

SC2 Demonstrated capacity to communicate effectively with members of the school community, including participation in Student Support Group Meetings.

SC3 Demonstrated capacity to provide academic and technical support to students, and address immediate behaviour issues relating to specific students within a classroom setting.

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 ability to work flexibly to cope with changes to daily routines to meet the needs of students, including supporting students at off-site programs as necessary.

Undertakes routine tasks that are usually carried out under 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.

• Carry out allocated activities and tasks determined by the school consistent with role description.
• Participate in planning and preparation with teachers on a regular basis.
• Participate in professional learning activities.
• 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, and programs.
• Assist with the supervision of students in off-site program such as Vocational Education and Training (VET) programs.
• 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.
• Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

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

Currently this position would require the successful applicant to work on the following days/times:

Mondays: 1.30pm - 5.30pm (offsite) - 4 Hours (Until Decemeber and then onsite)

Wednesdays: Onsite - 4 Hours (Until the end of the year)

Fridays: 9.00am - 3.00pm (offsite) - 6 Hours (Until Decemeber and then onsite)

We require the applicant to be flexible regarding hours as times may change to meet the needs of students.

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Apply now to be considered for interviews in Geelong on 5/6/2020 and 12/6/2020.

Join our team and contribute to developing our culture of learning.

We pride ourselves on providing excellent care and education to children, and support and acknowledgement to families. To do this we need exceptional staff who also strive to achieve these goals.

Learn and grow with us. We are passionate about lifelong learning and approach our work with a learning mindset.

Sue Down (owner and operator) has taught early childhood educators in university, TAFE, private RTO and business settings since 2001 and will provide one-on-one mentoring and support for the Imagination Garden team. Professional development is highly valued and considered an important component of all roles. Our goal is to develop the skills and knowledge of our team members so they too can mentor others.

To work at Imagination Garden is to be committed to joining us on our learning journey.

We are now recruiting early childhood educators to join our team. If you believe you can make a difference to the lives of children and families at our service, we want to hear from you.

We are looking for educators with appropriate degree, diploma and certificate qualifications to join our team.

The way we work

Our staff roster is designed to provide consistency, which is an important foundation for positive relationships between staff, children and families. All team members are employed on a part-time basis, working for five hours per day in the rooms with the children, this is ‘normal contact time’. This provides time for staff to undertake ‘additional activities’ (planning, training, meetings, projects, etc) outside of ‘normal contact time’ without interrupting their scheduled time with the children. The number of ‘additional activities’ hours depend on the needs of the service and the skills and interests of each team member.

All staff in the service participate in team teaching.

Our positions

Early childhood group leader

Award level – Children’s Services Award 2010, Level 4.1 - 4.3
Qualification level - Diploma
Early childhood assistant

Award level – Children’s Services Award 2010, Level 3.1 – 3.3
Qualification level - Certificate III
www.imaginationgarden.com.au

Job Type: Part-time

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

Moriac Primary School has an enrolment of approximately 200 children within four collaborative learning communities. We have a strong sense of community and the school is firmly entrenched within the Moriac township.

Moriac Primary School was established in 1922 and built by the Moriac Progress Association on land donated by the local Deppeler Family. This origin epitomizes the sense of community partnership that underpins the success of Moriac Primary School.

OUR VALUES

At Moriac Primary School we value a collaborative learning approach that places the child at the centre of learning and teaching. In order for our students to become engaged citizens who can strengthen the wellbeing of their society, we place the utmost importance on the cognitive, physical, creative, social and emotional development of all members of the school.

We endeavour for our students to be EXCEPTIONAL, RESPONSIBLE and RESPECTFUL.

EXCEPTIONAL by putting their personal best effort into their learning

RESPONSIBLE for their own learning, actions and behaviours.

and

RESPECTFUL of themselves and others.

OUR VISION

We aim to implement a rigorous curriculum that ensures our students are highly literate and numerate. We aim to develop critical thinkers and problem solvers; who are kind-hearted and creative, and have a lifetime love of learning.

We strive to ensure that our students develop a positive sense of self-worth, confidence and wellbeing, through a focus on teaching them the values of resilience, respect, empathy, integrity and responsibility.

We want our students to be active citizens who are globally aware. Who understand, value and care for the environment and society we live in, and embrace the cultural diversity that makes up Australia.

This role is part time - 2 days a week

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

NELSON PARK SCHOOL

Nelson Park is a dynamic specialist setting which embraces educational excellence and promotes quality partnerships with home and community.

Nelson Park, established in 1967, caters for students between the ages of 5 - 18 years in the Geelong region with mild intellectual disabilities. Current enrolment at the school is around 360, with a small number of students on part-time placement. There are currently 100 staff including Principal Class Officers, Leading Teachers, Classroom Teachers, Specialist Teachers, Education Support Staff, Wellbeing Officers, administration and therapist staff. The main campus is situated in Bell Park, with a second campus located in Corio. The school is supported by a Principal and two Assistant Principals across the Primary and Secondary schools.

‘Life-long Learners’ reflects the school’s commitment to optimising the independence of each student. Nelson Park School is dedicated to the development of each student’s intellectual, social and emotional growth. Our primary focus is to enable students to discover their strengths and develop the confidence and skills needed to fulfil their educational and personal potential, both now and into the future.

This means engaging families and the wider community as learning partners in the provision of a diverse, evolving curriculum that inspires passion, supports personal growth and equips students with essential life skills. We empower students to become confident and adaptable life-long learners who are ready to build positive, purposeful futures. The care values of co-operation, learning and effort, respect and community underpin all of the school’s work.

Members of the school community have also developed a set of School Rules for both students and staff which reflect school values. These rules promote a safe and secure learning environment for all.

Nelson Park enhances the wellbeing of its students through the implementation of School Wide Positive Behaviour Supports (SWPBS) and the Berry Street Model of Education – trauma informed practices.

Students are supported within a multi-disciplinary framework that includes parents, caregivers, special trained teachers and assistants, a therapy team, student well-being officers and Disability Agencies. The school also actively promotes and builds quality partnerships with members of the wider community.

Staff at the school have developed a Guaranteed and Viable Curriculum which provides appropriate, challenging and engaging learning opportunities within a safe and supportive environment. It develops in each student the essential skills and knowledge for life and prepares them to function as responsible, productive citizens.

Individual Learning Plans which reflect the Victorian Curriculum and Individual Student Goals are developed each year for all student at Student Support Group Meetings. These meetings are held termly with families to establish, monitor and review achievement against individual goals. The school’s reporting system, Accelerus directly reflects individual student goals.

The school has recently introduced a Whole School Instructional Model for Learning – the Gradual Release Model which allows students to learn through the highly structured approach of “I do, We do, You do” allowing them to develop independence and confidence. Teachers plan curriculum and assess learning collaboratively within Professional Learning Communities to ensure quality curriculum is delivered. A supportive culture of coaching is developing across the school.

The `Starting Right' Program is implemented for the first two weeks at the beginning of each school year. This program is used to establish the culture and environment in each classroom and develop relationships between all class members. Aspects of `Starting Right' are revisited at the beginning of each new term and an ‘Ending Right’ program is implemented at the end of each year to enhance transition for students within and into the school.

The school has four buses that enable transport within the community for life skill development programs.

Nelson Park provides attractive and safe buildings, grounds and equipment that stimulate and enhance a positive working atmosphere for students and staff.

Nelson Park School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision making.

Nelson Park School has zero tolerance for child abuse.

Nelson Park School is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Nelson Park School has a responsibility to understand the important and specific role that they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

Prep to 9 Curriculum

Nelson Park implements the Victorian Curriculum which is differentiated to cater for individual students learning styles and needs. The curriculum ensures that all students can achieve positive learning outcomes, build on prior knowledge and skills, and experience success. The curriculum also encourages students to experiment with and explore a wide range of materials, participate in practical activities that teach and reinforce concepts as well as reinforce concepts that can be transferred beyond the classroom.

The Early Years Literacy Program focuses on developing reading, writing and speaking and listening skills through shared and guided reading activities, the use of learning centre activities, handwriting and motor skills and phonemic awareness.

Specialist teaching programs are offered to students in Visual Arts, Design Technology, ICT, Health and Physical Education, Outdoor Education, Performing Arts (music, dance & drama) and Food Technology. Further programming includes Health and Human Relations, Library, Environmental Education, Swimming, Student Representative Council, Speech Therapy, Transition programs, Work Experience, Work Crews and Self Esteem and Enrichment programs.

SENIOR SECONDARY

From Yr 10, all students are able to participate in Work Experience on a weekly basis for 2 1/2 years learning and developing skills to participate in the work force. The Nelson Park and Northern Bay College partnership operate a Trade Training Centre that supports the vocational education development of our students.

Students in the later years of schooling are offered a pathway via 2 distinct programs over three years:

1. Certificate I in Transition Education (CTE)

The Certificate in Transition Education (CTE) gives Nelson Park students the opportunity to gain a certificate qualification over their final two years of schooling (Year 11 and 12) whilst preparing them for the challenges of independent living, further learning, employment and being an active member of their community. The CTE coursework compliments practical, hands on applied learning. Examples of units that students will complete include Using Technology, Participating in the Community, Using Public Transport, Practical Numeracy, Using Recipes, Health and Safety, and Investigating Future Options. Nelson Park strongly values reading and writing learning throughout all year levels and this continues to be a major focus in students’ senior year levels.

Students undertaking the CTE Course also participate in VET ‘taster’ courses in Hospitality, Automotive and Building and construction as well as having the opportunity to complete work experience and traineeship placements. The recent addition of the Personal Interdependence Programs (PIPs) to the CTE Course is aimed at exposing students to employment and pathways options in their community through volunteering and industry exposure, STEM and STEAM opportunities whilst building their resilience and independent living skills.

1. Victorian Certificate of Applied Learning (VCAL)

The VCAL curriculum provides a diverse range of hands-on learning opportunities and experiences to support student pathways into further education, training and employment. The curriculum is designed around student needs and incorporates: Literacy, numeracy, VET prac options, work related skills, personal development skills; Preparation for employment, work experience, volunteer work; VCE health and human development, VCE food & technology camps; and Community partnerships, interstate trip.

Students undertake a work experience placement, structured work placement or Post School Options sampling one day per week off campus. Nelson Park has a strong partnership with a number of community services and organisations supporting the development of hands-on skills and knowledge necessary for Pathways planning.

SC1. Experience and qualification in social work or another relevant field which includes individual counselling and case management of students with an intellectual disability aged 5 - 18.

SC2. A commitment to the school's vision and values, initiative, high levels of personal energy and drive.

SC3. Demonstrated capacity to reflect critically upon professional practice and apply skills, and knowledge gained from learning opportunities into their own practice. Capacity to provide specialist advice and professional development for teaching staff on matters relating to student and staff wellbeing.

SC4. Highly developed interpersonal and communication skills which:

• Demonstrate a capacity to resolve problems
• Show a commitment to fostering caring and positive human relationships with all members of the school's learning community, including external wellbeing DHHS.
• Demonstrate an ability to work with and contribute to building effective teams.
• Demonstrate skill in managing documentation and case notes accurately.

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.

- Support students, families and staff across the school, primarily in years 7 - 9

- Assisting the school in the implementation of the Whole School Positive Behaviour Support Program.

- Membership of the Whole School Positive Behaviour Support Advisory Team.

- Liaise with wellbeing agencies to support students.

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

Queries can be directed to

The Principal

Elizabeth Gatgens

0408588211

• 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

Qualification, experience and knowledge requirements for role:

· Diploma of Children’s services or Certificate 3 in Children’s service or evidence of working towards approved childcare qualification (monthly updates must be provided)

· Child Protection accredited training

· Food Handling Introduction Course

· Current First Aid qualification including Anaphylaxis and Asthma

· To be aware of National Quality Standards

· To have highly developed organisational skills

· To have excellent communication skills

· Current Working with Children Check (employee)

· To be knowledgeable in centre procedures

· To maintain confidentiality of the service and individuals

Position Objectives:

· To assist the Lead Educator in the daily co-ordinating of inside and outside play spaces.

· To assist in the documentation of each children’s learning.

· To work with other assistants to create a friendly, secure and stimulating environment ensuring the achievement of each child’s educational goals, objectives and learning outcomes.

· To work cooperatively and professionally as a member of a team and assist with the provision of a high quality educational curriculum.

· To attend and participate in monthly paid team meetings

Reports to:

· Room Leader and/or ECT

· Assistant Centre Director

· Centre Director

Key Responsibilities and Duties required

· To be aware of and support the Lead Educator’s daily and weekly curriculum requirements

· To assist in setting up and maintaining safe, engaging and stimulating play spaces in both the inside and outside play spaces.

· To assist in completing daily documentation of children’s learning and development on KindyHub

· To assist in ensuring daily documentation is completed include daily information sheets

· To ensure that all children are signed in and out of QikKids Kiosk at all times

· To engage with other members of the team to providing high quality care for at children

· To suggest ideas for the curriculum and implement programs as directed

· To assist in maintain a very high level of hygiene and cleanliness in the room

· To ensure the health and safety of the children in care is managed to the highest level possible

· To report all incidents to your Lead Educator as soon as they occur

· To work in accordance with licensing requirements under the Child Care Regulations

· To understand company policies and work accordingly at all times

· To assist in the professional promotion of the centre within the community

· To give each child individual attention and comfort as required

· To treat each child with dignity and respect; exercising a duty of care and providing a safe and nurturing environment at all times

· To be willing to participate in meetings, conferences and training courses as required annually (including Child Protection training, food handlers and CPR updates)

· To participate in daily cleaning requirements to maintain overall cleanliness of the room.

· To maintain active supervision of children at all times.

· To ensure you always position yourself within the room in an area that allows maximum supervision of the children.

· To document children’s allergies, health problems and medical conditions

· To document accidents, injuries, trauma and illness records as required.

· To maintain sound knowledge of safe sleep and always follow best practice safe sleep processes

· To ask for assistance or guidance from your Lead Educator as required

· Extensive lifting of children and indoor/outdoor equipment will be required

· Nappy changing may be required

· To complete any other tasks as reasonable directed by your Centre Director

· Ensure that all information is kept confidential, unless otherwise advised

· To ensure that all Occupational Health and Safety requirements are met

· To report any workplace hazards to your Centre Director as soon as you see them

· To support the centre to provide a safe workplace

· To read, sign and abide by the Code of Conduct

· To represent the company in a positive manner at all times

· To adhere to daily, weekly, monthly and quarterly reporting requirements

· To have read and understood the educator policy handbook and parent policy handbook

· Mandatory training requirements, based on support guidance or identified needs, must be conducted within 8 weeks

· To attend all training sessions organised by the Area Management Team to build your personal development, knowledge and skills

Job Types: Casual, Permanent

Salary: $20,000.00 to $60,000.00 /year

Work Eligibility:

• The candidate can work temporarily with restriction on hours (Preferred)

Work Remotely:

• No

Bannockburn P-12 College is a new school that opened on the first school day of 2018. We currently offer years Prep to 10, we will grow to offer a comprehensive teaching & learning program from Prep to Year 12.

Bannockburn College is located in the township of Bannockburn, 19km west of Geelong. The College has an enrolment of 850 students, expanding to a long-term enrolment of 1100.

The state of the art school buildings have been designed with contemporary learning environments that facilitate a student centred learning approach. Each learning community features a variety of adaptable spaces with ICT a strong focus in each space. This allows teachers to design learning experiences that encourage students to move between different learning environments and groupings. These spaces include 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.

Bannockburn College is an exciting social infrastructure for the community. The College boasts a two-court, competition standard stadium, food technology kitchens, wood and plastics technology, science, dance, music and so much more.

Bannockburn College builds upon the outstanding educational opportunities provided by Bannockburn Primary School since 1892.

The College prides itself on providing for every student an outstanding, inclusive, holistic, education. The College staff focus their efforts on teaching and learning excellence, high expectations and achieving exceptional outcomes for all students.

We offer a diverse range of high quality programs and activities to engage and challenge every student.

Our ethos of mutual respect between teacher and students, is embedded in everything we do. We strive to ensure high academic standards as well as developing in our students a strong moral core.

Strengthening self-esteem and instilling a sense of community equips each individual with the qualities needed to be a good citizen who can confidently contribute to the College and its community. We cater for individual differences and ensure we know each student as a learner and a young person.

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

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

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

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

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

SC6 Demonstrated High Level Skills and capacity to contribute collaboratively across a P-12 College.

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

The College presents an exciting opportunity for the College Leadership Team and staff to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students.

The over-arching drivers in our curriculum are personalising learning and increasingly building each student’s capacity to direct, influence and take responsibility for their own learning.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a growing school.

Important information for applicants

• Applications MUST address the specified selection criteria. No longer than one page of standard 12 point text is suggested for each selection criterion.
• Personal and other information should not exceed 2-3 pages.
• The applicant’s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
• The names and contact details of up to three referees are encouraged to be provided with the application or upon request.
• Application attachments are preferred in PDF format. Microsoft Word (.doc or .docx) format is also acceptable.
• Compressed files such as .zip files are not compatible with the Recruitment Online system.
• Applicants must make every attempt to lodge applications through Recruitment Online.
• In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at George.Porter@education.vic.gov.au Hard copy applications are not required or encouraged.

• 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

Randstad Education supports Government, Independent, and Faith based schools in the Greater Geelong area. Schools in this area are needing assistance from enthusiastic, vibrant, and energetic casual relief teachers.

We are currently seeking Primary and Secondary teachers to work in a variety of school settings to support daily instruction and learning goals of students. Become part of your local school community while keeping the flexibility that you are looking for.

Register your interest now so that we can assist you with your profile and have everything ready to go to help place you in schools as soon as we can. 

What's In It For You:

• Competitive Pay
• Free registration with Australia's largest Education Agency
• Develop relationships with local schools
• Access to permanent and contract opportunities as well

Application requirements:

• Registration with the Victorian Institute of Teaching (VIT)
• Current resume outlining relevant teaching experience
• Contact details of at least two current education referees (mentor teachers are acceptable for graduates)

How to apply

We encourage you to apply today. Simply click APPLY and upload your CV.

Randstad Education supports Government, Independent, and Faith based schools in the Greater Geelong area. Schools in this area are needing assistance from enthusiastic, vibrant, and energetic casual relief teachers.

We are currently seeking Primary and Secondary teachers to work in a variety of school settings to support daily instruction and learning goals of students. Become part of your local school community while keeping the flexibility that you are looking for.

Register your interest now so that we can assist you with your profile and have everything ready to go to help place you in schools as soon as we can.

What's In It For You:

• Competitive Pay
• Free registration with Australia's largest Education Agency
• Develop relationships with local schools
• Access to permanent and contract opportunities as well

Application requirements:

• Registration with the Victorian Institute of Teaching (VIT)
• Current resume outlining relevant teaching experience
• Contact details of at least two current education referees (mentor teachers are acceptable for graduates)

How to apply

We encourage you to apply today. Simply click APPLY and upload your CV.

Our commitment to safeguarding children and young people.

Randstad Education is committed to the safety and well being of all children and young people. We take steps to achieve this through our candidate application process. All applicants are required to provide a valid state-based Working with Children Check which is thoroughly screened. In some circumstances, a Federal Police Check and an International Police Clearance is also required. Your consultant will be able to advise if this is applicable to you. Lastly, references are conducted in relation to the applicant's interactions with children using an online platform that has an inbuilt fraud alert. Employment is subject to clearance of all these checks to ensure the safeguarding of children and young people.

Refer a friend and you could earn $250

Are you looking for a permanent position in education or know someone who is? Sign up to Randstad Education or refer a friend and you could earn a $250 voucher! Call 1300 360 014 to find out more. Conditions apply.

Grovedale West Primary School is located in the suburb of Grovedale in Geelong and students are drawn from the suburbs of Waurn Ponds, Grovedale, Armstrong Creek and surrounding areas. The school also incorporates the Geelong P-12 Deaf Facility in partnership with Grovedale College. The school has a student population of around 380.

GWPS have high expectations that their staff will be adaptable, energetic team members, who engage in reflective practice and ongoing professional learning with a focus on student outcomes. The school promotes a positive education philosophy focusing on quality student teacher relationships and the importance of positive mindset.

Students are active participants in their learning through self reflective practice as are teachers through strong collegiate practice. The development of learning pods, team teaching and a differentiated curriculum ensures greater consistency and collaborative practice. The school has Prep, Junior, Middle and Senior Learning Pods where teachers work and plan in teams. Distributed leadership is promoted with Innovative Curriculum Leaders, Team Leaders and an Instructional Leader (Assistant Principal) working with teachers to continuously enhance the quality of teaching and learning.

The School places a strong focus on building teacher capacity to provide authentic learning experiences for students. The school also places a strong focus on learning through Science with a Science Specialists and involvement as a Stephanie Alexander Kitchen Garden Foundation School.

Our school's strategic goals are to improve Literacy and Numeracy Prep–6 through the provision of an authentic and an intellectually challenging curriculum.

SC1 Demonstrated qualification’s, knowledge and practice in the delivery of the relevant curriculum in LOTE Italian P-6.

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

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

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

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

SC6 Demonstrated knowledge, skills and practice in immersing Italian language through Performing Arts

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

Days of employment will be Monday 7.6 hrs, Tuesday 7.6 hrs, Wednesday 7.6hrs and Thursday 2hrs 9-11am

• 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

Newcomb Secondary College was established in 1969 and takes its name from the suburb named after Caroline Newcomb, one of the earliest settlers in the area. The four houses are also named after prominent citizens - Harrison, Drysdale, Curlewis and Wills. The College will cater for approximately 500 students in 2020 in Years 7 to 12 who come largely from Newcomb, Whittington, St Albans Park, East Geelong, South Geelong, Moolap, Leopold and the rural areas of the Bellarine Peninsula.

The College community believes that:

- a safe, secure, cooperative learning environment and good communication encourages students, staff and parents to feel valued in the College community.
- upholding the right of every student to learn underpins effective teaching and a high quality education.
- a stimulating and flexible curriculum challenges students to strive for success.
- rewarding effort and success and encouraging leadership in students foster self esteem and pride in achievement.
- supporting students, teachers and parents through an effective welfare/discipline and administrative structure will enhance College operations and encourage high expectations.

The Middle Years Program (Years 7 & 8) at Newcomb Secondary College provides a challenging and varied school experience based on key learning areas.

At Years 9 & 10, students must select a mix of compulsory and elective units from the areas of English, Mathematics, Science, Technology, Studies of Society and the Environment, Indonesian, Arts, Health and Physical Education and Information Technology. P-TECH commenced last year offering a technology pathway for year 10 students. This is a collaborative partnership between education and industry. It provides a pathway for students to gain a nationally accredited qualification alongside their regular in school education and workplace experience guided by a mentor from one of our industry partners. The opportunity to accelerate into VCE studies is facilitated through a careful process of informed decision making. At these year levels there are also strong relationships with the Gordon TAFE and Deakin University. The College runs an integrated activities program week providing opportunities to be involved in camps, cycling, surfing, and numerous school based activities.
 

The College offers several innovative programs. GROW (Getting Ready for the Outside World) to all Year 7 to 10’s, which includes teaching them “soft skills” to aid student employability. GROW also incorporates Skills Builder, a collaboration between Newcomb Secondary College and the Gordon TAFE to support the digital technology competencies of students in the 21st century. Aspire offers selected year 7 and 8 students to have their science curriculum delivered onsite at Deakin University.

Through a broad VCE program students are resourced to extend their academic success through VCE, VET in the VCE, VCAL and School Based Apprenticeships. A flexible Senior Years (10-12) timetable caters for students who wish to study subjects not in their designated Year level.

The Victorian Sailing School on the Geelong waterfront is our second campus which enhances the College’s programs and provides opportunities for schools across the state to acquire water safety and sailing skills.

Student participation in leadership, policy development and decision-making is encouraged through the Student Council, School Leaders, House Leaders and student representation on a wide variety of committees. The College has a strong international exchange program which further enriches College life.

Camps, tours and excursions are well established and include integrated Outdoor Education activities, along with sister school relationships with schools in Japan and Indonesia. The performing and visual arts programs and traffic safety education courses are highly regarded by the community. Careers counselling, integration support and welfare support are all vital and valuable aspects of the College’s curriculum.

The Instrumental Music program of the College proudly supports four College bands and ensembles including two jazz ensembles, all who proudly represent their College in the broader community. Sport is encouraged and enjoyed at various levels including PHASE at Year 7 and 8, intergroup, interhouse and interschool sport. Students are encouraged to participate in the wide range of sports offered.

A strong supportive relationship between the College and its community is evidenced by an active College Council and sub committees, Student Council, Support Groups (Music, learning assistance and canteen) and a number of volunteer helpers. The College has a strong relationship with youth and welfare agencies, tertiary education and community service groups. We are also a lead school for Respectful Relationships, and have Doctors in Schools and Lawyers in Schools programs.

The staff is committed to a whole College approach to welfare and student management and is friendly, cooperative and willing to work in a variety of ways to provide high quality teaching and learning. Staff encourages student achievement and take pride in their students, the College’s learning environment and facilities. Staff welcomes communication with parents via newsletters, student diaries, parent-teacher-student interviews and small group or individual meetings as excellent ways to support students and their needs.

The Council is extremely proud of the breadth and depth of programs, new curriculum innovation, student wellbeing support and the achievements demonstrated by the students and staff.

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.

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

This position is 6.08 hours per day three days per week. The days may be negotiable.

Lara Primary school is situated in the north-east corner of the town of Lara. It is approximately 10 km from Geelong and 60 km west of Melbourne CBD. We currently have 415 students and 18 classes. In addition to the Principal and Assistant Principals, there are 21.4 EFT teachers and 7.9 ESOs.

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

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

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

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

A school tour will take place on Wednesday June 3rd from 4:00pm. Please contact the school office on 5282 1427 to confirm attendance. Social distancing measures will be in place

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

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.

Lara Primary school is situated in the north-east corner of the town of Lara. It is approximately 10 km from Geelong and 60 km west of Melbourne CBD. We currently have 415 students and 18 classes. In addition to the Principal and Assistant Principals, there are 21.4 EFT teachers and 7.9 ESOs.

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

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

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

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

SC1 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.

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 students involvement and achievement.
• Ensure works areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

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

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. Tate St. is leading many other schools is the educational direction in which we are headed, and I am referring here to ‘Multi-Sensory Literacy’ (MSL) and ‘Explicit Instruction’ (EI). Most of our staff have spent a week training in MSL, which incorporates a combination of multi-sensory, phonics and kinesthetic techniques for teaching children reading, spelling, writing and comprehension. Six of our staff (with plans for more in 2020-21) have also been trained in EI. EI is instruction that is visible. The teacher explains new concepts and strategies in clear and concise language. EI involves modelling and explaining concepts and skills using many examples. Teachers provide a high level of support as students practice and apply newly learned skills. In order to keep Tate St. academically strong, we need to ensure that our staff are continuing to build their excellence in pedagogical practice.

The Arts is also where we excel with our Senior students producing, writing and performing their own dramatic production very year 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 (successful last year at the Geelong Eisteddfod) and a Brass band, Marimba band and a Ukulele Band. The school also has a strong sustainability program aimed at promoting and empowering students to have sustainable futures and we have developed a Sustainability Curriculum. The school signed up to be a Resource Smart School this year which included establishing school expectations e.g. collecting and presenting baseline data and writing all school policies and plans from scratch. This has seen the establishment of a new student Sustainability Team, known as the ‘Planetaters’. Each week the ‘Planetaters’ choose one aspect of sustainability and present at the whole-school assembly.

We are also very lucky to have 2 large ovals, an interactive Outdoor Learning Area, a spacious Stadium, a Library, 3 large playgrounds, Basketball/Netball Courts, an Interactive Learning Centre and a well-resourced Music and Art Rooms. 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 accessible. 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 current enrolment is 197 and we have 9 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.

The Education Department conducted a School Review in Term 1 of 2020 (they are completed every 4 years). Here are some of the findings:

# Through classroom observations, staff and student interviews it was apparent to the panel that the support provided by Education Support Staff (ES) and volunteers within school programs contributed in a highly positive manner towards the level of engagement in classroom programs in literacy and numeracy.

# The panel commented that the teachers formed a learning team and ES staff commented in a forum they felt highly valued and that their opinion was actively sought by teachers as they worked together in the classroom. The connection by teachers and ES staff and volunteers working with individual and groups of students was apparent in classroom observation and contributed to a positive learning environment for the students in all classrooms.

# Through staff interviews, parent and student forums it was apparent to the panel that all stakeholders considered that the school’s capacity to manage the socio economic and cultural diversity of the school contributed to high levels of student engagement and student wellbeing. Parents and students considered the emphasis on recognising cultural events and the inclusiveness of school activities, sport and music programs linked students and the community together.

# Parents considered that their opinion mattered and they were looked upon as partners in the school’s progress. The panel considered there was a strong sense of team amongst parents, teachers, Education Support (ES) staff and students that provided a positive learning climate.

# Further analysis of the school’s internal reading data indicated that in year 4/5 in 2019 approximately 40% of students were performing above expected level, and some students considerably above (source: schools individual student assessments FP). Overall the data indicated that students were progressing well as shown in the number of students achieving top two band performance in literacy and numeracy. This was supported by classroom observations.

# Year 5 NAPLAN student growth data indicated a significant improvement in reading in 2019 with students at or above benchmark growth moving from 40% in 2018 to 84% in 2019, the school’s best level of reading growth for four years.

# Students commented on the positive relationships they had with staff and the high level of support they received. Students and staff considered that the cultural diversity of the school was viewed in a positive manner and was an asset for the school. Panel observations supported the high levels of positive endorsement in areas of the Student Attitudes to School Survey (SATS) that recorded 89% positive endorsement (PE) for Sense of Connectedness, 94% PE for Sense of Inclusion and 89% PE for Respect for Diversity. Classrooms presented as positive learning environments with students, teachers and education support staff working in partnership. The role of Education Support Staff in monitoring and supporting students in the classroom was particularly noticeable. The school yard also presented as a positive environment where students engaged in playground activities in various groupings.

# School assemblies were seen by students, staff and the community as a key event where students’ positive contributions were recognised on a whole school basis. The assemblies had developed into a weekly community event with a large attendance of parents and extended family members. Parents at the forum indicated that parents and community members were keen to attend the weekly event that showcased student achievement through student leadership, performances, weekly awards and community presentations. The assembly was seen as an event that promoted inclusion and celebrated student and whole school achievements.

SC1 Demonstrated knowledge of the relevant physical education curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills into that program and the capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

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.

About the role

The Client Research Officer is responsible for coordinating existing and new client research, synthesis and distribution of insights, and identification of areas that need new or additional research. This role will also be responsible for the development of key client personas mapped to jobs to be done, highlighting pain points and frustrations to be solved.

Key accountabilities

• Embrace a human-centred approach to understanding the lived experience of clients and users.
• Ensure the success of the CX Governance framework by monitoring and reviewing all future customer research across the transformation program, providing quality control and guidance to internal and external stakeholders about research protocol.
• Facilitate the creation and delivery of journey maps, personas, and other insights-based work to achieve the objectives outlined in the CX Governance framework
• Perform primary research, including focused interviews and empathy interviews with WorkSafe’s Clients

Please ensure you take a look at the Position Description provided for additional information on accountabilities for this role. www.wemake.worksafe.vic.gov.au

Skills and experience

• 3 - 5 years of demonstrated experience managing and delivering Customer Insight and Research projects, preferably with exposure to innovation projects, and/or utilising agile methodology
• Demonstrated experience in applying Human Centred Design/Design thinking and working with clients and to leverage human-centred methods such as empathy to understand their needs and wants
• Ability to think creatively, and develop new and innovative ways of approaching problems/opportunities and engaging with various audiences
• Understanding and prior application of project management methodologies

Qualifications

• Degree in Business, Marketing or related discipline desirable

What’s next?

Applications close 11:00pm Monday 8^th of June, 2020. Click the link to apply, and join us in making a difference to Victorian lives.

Only people with the right to work in Australia may apply for this position. You may be required to undergo a National Police Check (and Medical Assessment) as part of the recruitment process.

Candidate screening may take place prior to the advertisement closing, so get your application in.

For further enquiries please contact Jess Richardson on jessica_richardson@worksafe.vic.gov.au

Working with Us

We pride ourselves on being a great place to work and offer flexibility to facilitate work/life balance. People who are seeking part-time or job share arrangements are encouraged to apply.

WorkSafe employees enjoy: Discounted Gym & Pool Memberships | WELL Rated Building | Group Training & Yoga Classes | Very active Social Club | Pool & Table Tennis | Sparkling Water | Discounted Prescription Eyewear | Career Opportunities and Working for your Community!

Our future

Come and join a progressive and rewarding business to protect our workers and returning them home safely every day. If you want to make a difference, WorkSafe is a great step in a rewarding and satisfying career.

WorkSafe are striving to build a diverse workforce that reflects the Victorian community we serve.