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We are looking for experienced Emergency Department Registered Nurses who are passionate about travelling

whilst providing high standards of care to patients in need.

• Current unrestricted AHPRA registration
• Hold Advanced Life Support Certificate (ALS)
• Australian National Police clearance & NSW WWCC or willing to obtain
• Minimum 2 years’ experience in one or more of the following areas:
  
  • Emergency Department
  • Multi-Purpose Health Services

• You’ll be helping patients that need it most.
• HCA offer free or subsidised travel on all Rural and Remote placements
• We have shifts available within most major cities if you need a break from the country. You won’t need to re-apply to work within our metro teams.
• You choose how many placements a year you want to work. If you need 3 months off for a European summer, we’ll be here when you get back!
• HCA nurses are preference to many health facilities across the country due to our thorough selection criteria and reputation for delivering high quality nurses.
• Your professional development is important to us, we offer education bonuses and access to nationally recognised education at our cost.
• Earn bonuses for referring a friend and working our hard to fill locations. 
• You’ll have a designated consultant for all Rural and Remote placements. We place nationally from every office.

As the largest Nursing Recruitment Agency in Australia, Healthcare Australia (HCA) continues to provide quality workforce solutions to Rural & Remote health services Australia wide. At HCA we truly believe that our staff are our assets and invest in our people accordingly. Our Rural & Remote division values team work, honesty, integrity, collaboration, excellence and innovation.

Want to see our placement locations from our nurses perspective? Check out our Instagram account - https://www.instagram.com/hca_rural_n_remote/ 
For further information and a confidential discussion APPLY NOW

Only successful candidates will be contacted 

Mount Rowan Secondary College is located in Wendouree, north-west suburb of Ballarat.

We provide a high quality education for year 7 to 12 students. We are the local secondary school for students living in Wendouree, Ballarat North, Invermay, Clunes, Creswick, Mt Blowhard, Miners Rest and surrounding areas.

 Our whole school community follows our school values of Pride, Respect, and Excellence through Effort. We offer a broad curriculum in year 7 to 10 and VCAL and VCE to years 11 and 12 students. Students from year 10 to 12 can also choose a VET subject.

 The school is structured around four vertical houses. All students and staff are associated with a House. Students are placed in a Home Group within their house and each Home Group is made up of students from year 7 to 12. We pride ourselves on welcoming and accepting all students and work diligently to meet their individual needs on an academic, social and emotional level.

 All Mount Rowan staff celebrate learning with our students, not only academically, but guiding our students to be respectful citizens of the 21^st Century.

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

Lyndhurst Primary School is a new school located in the Marriott Waters Estate in Lyndhurst. The school opened for all levels, Prep-6, in 2011. Lyndhurst is a Public/Private Partnership School that lies in the south-eastern growth corridor, in the City of Casey. The school opened in 2011 with approximately 150 students and rapid growth has occurred in the first few years of its existence. Currently there are 900 students in 2020. Lyndhurst Primary School, like several other schools around the state, is part of a partnership agreement between the Victorian State Government and Axiom Education, a private consortium. Whilst Axiom and its partners are responsible for the construction and on-going maintenance of the school facility, in every other respect, Lyndhurst is a state government primary school. In essence, the Department of Education and Training lease the property from the private consortium over a 25-year lease period.

More than the location, the facilities and the resources in a school, it is the people that give a school life and define its character. In an environment in which teachers work in a supportive, respectful workplace, where students are engaged in meaningful and relevant learning tasks in safe and encouraging surroundings and where parents can constructively participate in an inclusive, welcoming school, real education can take place, not only for each child but on a broader community level. Lyndhurst Primary School is a school that includes and embraces its local community. We welcome the contributions that parents and the community make to the education of our children and the facilities and resources of the school are available to the community as a shared resource that benefits all.

The Lyndhurst community is highly diverse from both a cultural and socio-economic standpoint. Currently, approximately 60% of our students list English as their second language with families representing 50 language groups and 45 countries of birth. This rich socio-cultural mix is a significant feature of the school.

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

Edgars Creek Secondary College opened in 2018 and is located in Epping North/Wollert. It is a co-educational school that will form part of a wider education and community precinct, which along with the secondary college will include a primary school, a community activity centre and a council reserve. The school has a state-of-the-art STEM building, with a series of science labs, flexible break-out spaces, and material tech and digital technology learning spaces. The spaces have been specifically designed to cater for contemporary teaching and learning approaches with a focus on interdisciplinary project-based learning in the areas of design, technology and the sciences. Edgars Creek Secondary College also includes an additional two-storey administration and library resource centre. Edgars Creek Secondary College is designed to be a school that is an important piece of community infrastructure with its facilities being used in the future for the delivery of both educational programs and community projects.

The College is now in its third year with over 430 year 7 – 9 students, It will grow year level by year level with the first Year 12 cohort in 2023. The College was allocated $22,800,000 in capital works funding in the 2019 State budget. This will enable the construction of Stage 2 buildings which will include specialist Food, Performing and Visual Arts, Media and Recording Studio, Ceramic, Textile, and Sports Hall facilities along with a Learning Communities classroom building.

Vision:

Edgars Creek Secondary College is a school that provides all young people with the opportunities to be passionate about learning, innovative and creative with their learning while developing a strong sense of community and global responsibility.

Mission:

Edgars Creek Secondary College is to provide an educational experience that will not just prepare students for future pathways in the 21^st Century but stimulate students to see the possibilities for innovation and inspire them to create their own unique opportunities for the future be it through further education, training or business enterprises.

Aim:

Edgars Creek Secondary College aims to equip all young people with the skills and capabilities they need for economic, social and cultural success in the 21st century. The personalized learning needs of all young people will be catered for via a highly differentiated curriculum. This will be supported by the use of evolving technologies, collaborative and problem-based learning and strong literacy and numeracy core skills. Students will build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program.

Expectation:

At Edgars Creek Secondary College the expectation is that all teachers are committed to collaborating in a multidisciplinary way while working in a professional learning community. All teachers are expected to develop and/or demonstrate a deep understanding of the College’s pedagogy (e.g.use of High Impact Teaching strategies; the work of Hattie and Marzano; data analysis) and the ability to action the delivery of a guaranteed and viable Victorian curriculum. The College has begun to develop a coaching and peer observation model which contributes to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers will embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching all students behaviour expectations and routines. All staff work in partnerships with parents and families to provide ongoing feedback about student learning growth and wellbeing.

Since the foundation year, the College has made a commitment to building the literacy and numeracy skills of all students. The College is committed to expanding a strong independent reading focus at Middle school which is complemented by a sophisticated library program. The College's Middle School students have been engaging with the Scaffolding Numeracy in Middle Years framework which provides the opportunity to both support and extend students in mathematical skills, and most importantly critical and problem solving skills in relation to both Mathematics and Science. All students participate in a weekly Wellbeing Program and House activity program. In 2019, the College introduced a Spanish Language Program, Library Program and the curriculum areas of Food and Design Technology. The College continues to build partnerships with DET education programs and external providers such as: Whittlesea Tech School; and the Victorian Schools Space Education Centre.

Teaching and Learning
The College has a continuing strong focus on establishing a strong Professional Learning community culture supported by an inquiry model of investigation. Collaborative planning is supported through weekly PLC meetings and the roles of the Assistant Principal - Curriculum and Pedagogy, Learning Specialist and subject coordinators along with the use of three external coaches/critical friends to build teacher capacity. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.
 

Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The College strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school. During 2019 the College established a School Wide Positive Behaviour working party which lead the development of the expectations behaviour matrix; the role of the Home group and classroom teacher and House points and rewards system. The importance of the school values in helping to create a safe and positive climate for learning has been communicated by regular assemblies; newsletters, social media, use of awards and acknowledgements and direct instruction to students.

Student Voice and Agency
The College has established a culture of learning where the use of Learning progressions and Developmental rubrics is part of how staff support individual learning and develop differentiated tasks. The College prides itself on the focus on an increase in formative assessment and an ongoing emphasise on learning growth. Students have begun to increase their input into developmental rubrics thereby taking further responsibility with their learning.
 

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 An understanding of current educational approaches to Teaching and Learning in a 21^st century environment, including the use of adaptable learning spaces, collaborative planning and expertise in the use of student agency and voice in the classroom.

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

Please follow the link to view our general recruitment hadbook https://www.edgarscreeksc.vic.edu.au/index.php/recruitment/#page-content

People who have professional expertise in the area but do not have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants with teacher training. Applicants who are not eligible for provisional or full registration will be required to obtain permission to teach from the Victorian Institute of Teaching prior to commencing employment.

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Link to Edgars Creek Secondary College Child Safe Code of Conduct http://www.edgarscreeksc.vic.edu.au/wp-content/uploads/2019/07/Child-Safe-Code-of-Conduct.pdf

• 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 is one of three identical Learning Specialist positions that are simultaneously advertised for 2021 – 2024. The team of Learning Specialists will work together to lead teaching excellence across the school and continued improvement in student learning outcomes.

This is an exciting time to join the Coburg High School leadership team. The leadership team is the Principal, Assistant Principal of Curriculum & Learning; Assistant Principal of Student Engagement & Wellbeing; Leading Teacher of Curriculum; Leading Teacher of Assessment & Data; Learning Specialists of Professional Learning; and Leading Teachers across the Junior School, Middle School and Senior School.

Our school has grown significantly over the past six years and this year there are over 1,050 students from Years 7 to 12 and nearly 100 staff. The total enrolment at Coburg High School is expected to exceed 1,200 students within the next two years. At the same time, the academic results of students continue to go from strength to strength.

Our online curriculum (COGS: Coburg Online Google Sites) has been significantly re-developed and upgraded over the past four years so that it allows for differentiation of curriculum goals, learning tasks, projects, and assessment tasks. We have adopted the GANAG instructional model as the framework for our teaching practice, together with the DET ‘High Impact Teaching Strategies’ (HITS), and we have a well-established Professional Learning Communities (PLC) program for teaching staff.

Our teams of staff work collaboratively to develop a clear, comprehensive and cohesive curriculum, to support the health and wellbeing of students, and to challenge our students to reach their potential. We have a strong culture of learning and innovation and the students are at the centre of our approach to teaching and learning and our decision-making. Collectively, we hold high expectations of student learning, leadership, participation and behaviour. The school’s values are Excellence, Integrity, Curiosity and Community and these values underpin our interactions, policies, practices, communications and decision-making at the school.

With the completion of our renovations in 2019, we offer some of the best learning environments in Melbourne with contemporary facilities and resources for our growing enrolments. The school is nestled within beautiful, well-kept grounds and we have purpose-built and state-of-the-art facilities with ubiquitous access to technology through a Bring Your Own MacBook program, flexible learning spaces, classrooms and specialist science laboratories, art rooms, media studios, dance and performance spaces, a theatrette, spacious library, gymnasium and multiple outdoor courts.

We offer a wide range of subjects, courses and programs across the Victorian Curriculum and the VCE from Years 7 to 12. Students are also offered an extensive range of excursions, camps and international tours. There is a wide range of enrichment opportunities to compete in sporting teams; participate in debating and public speaking competitions; perform in productions and musicals; exhibit original artwork in galleries; develop fluency in languages through overseas exchange programs; explore the humanities; and to develop mathematical and scientific curiosity through excursions, events and our digital technologies programs.

Coburg High School is a vibrant place of learning and personal growth and we are committed to academic excellence and to cultivating the talents of our students and staff.

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

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

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

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

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

SC6 Demonstrated capacity to contribute to professional learning through collaborative Professional Learning Communities (PLCs), coaching and mentoring, observations and feedback, and modelling high-impact teaching strategies.

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

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

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

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

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

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

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

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

Applications must address each Key Selection Criteria (KSC) and should include a CV with your contact details, current position, VIT registration and the names and contact numbers (mobile phone numbers preferred) for at least 3 professional referees who can verify your responses to the KSC.

For further information, contact Stewart Milner, Principal, on 9353 1700 or stewart.milner@coburg.vic.edu.au

• 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

Lorne P-12 College is located in the seaside town of Lorne on Victoria’s stunning Surf Coast. The College has long and important history stretching back to its founding year of 1879.

The school is located in the traditional lands of the Gadubanud, or ‘King Parrot’ people, who occupied the coastline, rainforest, estuaries, grassland and wetlands of The Otways for many thousands of years.

Our school provides primary and secondary education to young people from local communities including Lorne, Aireys Inlet, Anglesea, Wye River, Kennett River, Deans Marsh, Bambra and surrounds.

Lorne P-12 College offers students the opportunity to engage in contemporary, high quality learning programs from Prep to Year 12 in a unique coastal environment. Our young people are part of a caring, supportive learning community where individuality is fostered and celebrated. We aim to maximise student learning growth and equip our young people to be positive members of the community.

The teaching team at Lorne P-12 College value shared ownership of student learning. We maintain strong community connections and family engagement in all activities. We value student voice and provide opportunities for our young people to have input into the development of curriculum, community programs and school policies.

Student wellbeing is supported by a ‘School Wide Positive Behaviour Support Program’, focusing on creating a safe and respectful learning community. Through a commitment to restorative practices, we maintain an environment built on trust, respect and positive relationships.

Academic studies are the cornerstone of a curriculum broad in scope and deep in focus. Our students enjoy a diverse range of core subjects that are adapted to suit different learning styles. From Year 9, students begin to explore electives that will offer insight into potential pathways for senior schooling and beyond.

The College has a history of strong VCE results leading to diverse tertiary pathways. We offer an extensive selection of Year 11 and 12 subjects and our students typically enjoy smaller class sizes with focused attention from their teachers.

Senior students seeking hands-on studies have access to VCAL, VET and school-based apprenticeships that support transition into the workforce and TAFE training sector. We have a close network of local businesses keen to create opportunities for our senior students. The college has been recognised with eight VCAL awards in the past nine years.

The Lorne P-12 College campus is ideally located in a stunning natural environment and we encourage our young people to appreciate the coast, the Otway forest and our local flora and fauna. Our facilities range from heritage listed buildings, right through to contemporary architecturally designed spaces that support an ICT rich environment.

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

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

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

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

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

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

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

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

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

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

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

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

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

Literacy and numeracy form the foundation of successful learning and life-long achievement. The successful applicant for this role will lead our small but dedicated primary teaching team in the ongoing improvement of literacy and numeracy teaching and learning.

 This leadership role will focus on:

 Leading the team to evaluate literacy and numeracy data from multiple sources

• Goal setting for improved student learning outcomes
• High level leadership of curriculum development and planning
• Leading the implementation and assessment of learning programs
• Team teaching in literacy and numeracy classes
• Demonstrating high level pedagogy and contemporary classroom practice
• Collaborating with literacy and numeracy leaders across the network
• Accessing professional learning in leadership, literacy and numeracy
• Supporting the college leadership team to implement our Annual Implementation Plans goals for improved student outcomes
• Leading the primary team in their annual Professional Development Plans
• Leading primary team meetings and professional collaboration

 The successful applicant will be required to fulfil duties as a classroom teacher two days a week while spending the other three days supporting literacy and numeracy improvement in other classes. Time release commensurate to this important leadership priority will be available.

• 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

Scoresby Secondary College is located in Knox with an enrolment around 300, which is expected to rise significantly over the next few years. The College serves the communities of Scoresby, Knoxfield, Ferntree Gully and the surrounding suburbs of Rowville, Lysterfield, Wantirna South and Boronia. The College is structured around two sub schools with each sub school established to meet the age specific needs for the different stages of their journey from early adolescence into adulthood. Junior School (Years 7,8,9) Senior School (Years 10,11, 12). A strong Code of Conduct provides for a safe and orderly environment. The College sets high expectations and promotes active participation in learning with a belief that all students can develop and achieve success across a range of curricular and co-curricular activities. It is the setting of high expectations that the College believes empowers students to aim for their personal best and take on responsibility for their own behavior and learning. Students study a core program of English, Mathematics, Science, Humanities, Mandarin, Physical Education, Arts, Music, and Technology in the Junior School with a range of opportunities for specialisation in the Senior School. The extra-curricular program includes an exceptional voice and instrumental program, performing arts production, camps and overseas sister school, student leadership opportunities and sport. The College boasts a mix of traditional and purposeful teaching and learning facilities, a Senior School Study Centre, Resource Centre, extensive playing fields, including a four court synthetic surface, gymnasium, landscaped grounds and computer and ICT facilities throughout. The College prides itself on the establishment of partnerships with business, industry and tertiary education providers, providing authentic learning experiences for student learning and greater opportunities for student pathways and transitions. The majority of the College’s graduates are successful in obtaining places in university and TAFE after completing Year 12.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

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

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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

Scoresby Secondary College is located in Knox with an enrolment around 300, which is expected to rise significantly over the next few years. The College serves the communities of Scoresby, Knoxfield, Ferntree Gully and the surrounding suburbs of Rowville, Lysterfield, Wantirna South and Boronia. The College is structured around two sub schools with each sub school established to meet the age specific needs for the different stages of their journey from early adolescence into adulthood. Junior School (Years 7,8,9) Senior School (Years 10,11, 12). A strong Code of Conduct provides for a safe and orderly environment. The College sets high expectations and promotes active participation in learning with a belief that all students can develop and achieve success across a range of curricular and co-curricular activities. It is the setting of high expectations that the College believes empowers students to aim for their personal best and take on responsibility for their own behavior and learning. Students study a core program of English, Mathematics, Science, Humanities, Mandarin, Physical Education, Arts, Music, and Technology in the Junior School with a range of opportunities for specialisation in the Senior School. The extra-curricular program includes an exceptional voice and instrumental program, performing arts production, camps and overseas sister school, student leadership opportunities and sport. The College boasts a mix of traditional and purposeful teaching and learning facilities, a Senior School Study Centre, Resource Centre, extensive playing fields, including a four court synthetic surface, gymnasium, landscaped grounds and computer and ICT facilities throughout. The College prides itself on the establishment of partnerships with business, industry and tertiary education providers, providing authentic learning experiences for student learning and greater opportunities for student pathways and transitions. The majority of the College’s graduates are successful in obtaining places in university and TAFE after completing Year 12.

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

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

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

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

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

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

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

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

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

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

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

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

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

Wales Street Primary School is situated in Melbourne's northern suburbs and since 1891 has played a pivotal role in educating young children living in the Northcote-Thornbury area and beyond.. The local area surrounding the school is predominantly housing. The Index of Community Socio-Educational Advantage (ICSEA) has changed very significantly in recent years with the school community becoming increasingly well educated and affluent. The current enrolment is 600 students.

The school offers a broad and comprehensive range of curriculum programs which reflect the scope of the Victorian Curriculum as part of a mandated national curriculum. Alongside this curriculum framework, Wales Street Primary School is an authorised International Baccalaureate Primary Years Program (PYP) school. The PYP provides a scaffold structure for inquiry learning from Prep through to Year 6 and through the learner profile a focus on developing the ‘whole child’ which mirrors our values and approach. The program provides a structured way of doing this as it is pedagogically aligned and well supported through an international organisation with a global perspective and ongoing professional development for staff. We are a lead school for Resilience Rights and Respectful Relationships and aligns this curriculum with the PYP units of inquiry where relevant.

The school is organised into seven Professional Learning Teams (PLT) each aligned with each year level and the specialist area. Our specialist areas include Visual Arts, Performing Arts, Physical Education and Languages Other Than English (LOTE) program of Italian. All staff are expected to be professionally reflective and open to new ways of thinking, sharing and working closely with all their colleagues.

Our school purpose states: Wales Street Primary School strives to develop students who enjoy learning and to be engaged, creative and self-motivated. Students at our school will acquire knowledge, values, and academic and life skills to become reflective thinkers who are socially, environmentally and globally aware.

In practice the school promotes academic excellence and in nurturing each student's talents whilst developing community minded individuals who enjoy learning and embrace diversity and are respectful of each other and themselves.

The school employs a qualified nurse and a student welfare officer to enhance student engagement and wellbeing. All students have access to three ICT Centres and at least 8 iPads in their own classroom. All teachers have access to large screen monitors, Apple TV’s and IPads and there are interactive white boards in the 3-6 year level. A BYOD 1:1 program has been introduced in 2019 for grade 4 students and will continue to be fully implemented from grades 3-6 over the coming three years.

The Visual and Performing Arts form an integral part of the Wales Street curriculum and specialist teachers provide classes to children in Years Prep to Six and classroom teachers use the arts as a process area across the curriculum for encouraging confidence, artistic expression and appreciation. Music is valued by the school community and students have the opportunity to join a school choir and learn a range of musical instruments including the violin, keyboard, drum and guitar lessons as an extra curricula option.

Physical Education is a regular timetabled program for all areas. The Year 5/6 students also have opportunities to participate in intra and inter-school sport program. The Prep - Two students undertake a swimming program in term 4. Students from Year 3-6 are given the opportunity to participate in the Triathlon, Swimming Sports, Athletics and Cross-country. The school oval and playgrounds provide a means for students to enjoy and take part in regular informal playtime activities.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Goodstart Early Learning – Ballajura

Educational Leader

About This Opportunity:

• Attractive Remuneration package
• Bachelor Qualified? Ask us about a competitive salary package?
• Dedicated Off the Floor Planning Time each week.
• Learn from our World Class Pedagogy experts: Sue Robb & Kathryn De Gioia
• Join the Centre Leadership Team to advance your career
• Collaborate with other Goodstart Educational Leaders in your area to maximise knowledge
• Our Centre has been operating for over 14 years
• Operating hours are from 7:00AM – 6:00PM
• 55 Licensed Places
• Pathway to future opportunities such as Early Childhood Teacher OR Practice Improvement Area Lead

 This is a permanent full time position for 38 hours per week.

You will work join the Centre Leadership Team and closely with the Centre Director to coach and mentor the room’s educators to deepen their understanding and implementation of the early years learning framework (EYLF), to ensure positive outcomes for children.

Position Requirements:

• Diploma level early childhood qualification (or higher) OR ACECQA approved equivalent
• Hold a current First Aid qualification
• Experience in delivering a high quality program and practice
• Have a comprehensive knowledge of early childhood education
• Experience in Leading change in Education

You Will Help Achieve This By:

• Plan and implement innovative and high-quality educational programs for each individual child

• Lead, mentor and support the centre team to deliver high quality education
• Help to develop and maintain strategies and processes to ensure continuous improvement of education practice is delivered to the centre
• Build and maintain strong, positive relationships with families, children and the centre team

What Goodstart Can Offer You:

• Pathway to becoming an Assistant Director or Early Childhood Teacher
• Regular training and mentoring by our Practice Improvement Leads
• Comprehensive Induction Program
• Employee benefits that range from childcare discounts, discounted travel, insurance, and technology
• Career opportunities and paid learning and development
• Purchased additional annual leave
• Friendly and support team with large national head office support

Contact Dim at Goodstart Recruitment for any questions:damarandos@goodstart.org.au

To apply for the role please ‘Apply Now’

Goodstart is committed to child safety, with a zero tolerance of child abuse, and expect all our employees to reflect this

#gseducationalleader

Goodstart Early Learning – Glenelg
Centre Director

At Goodstart our Centre Directors are special people. They love children and are passionate about creating great learning experiences for them. They are also keen to grow their skills and talents to really make a difference.

This will be a fixed term contract for full time work at 38 hours per week.
The contract dates are: 6^th October 2020 to 14^th May 2021.

You will be joining an organisation with a Vision for Australia’s children to have the best possible start in life. 

About Our Centre & This Opportunity:

• Nursery to Kindergarten
• 70 Licensed Places
• Centre operates from 6:30AM – 6:30PM
• Located near shops, schools, main roads and transport and The Esplanade
• Outdoor Early Learning Environments with age appropriate play spaces and equipment’s

• Delivering our bespoke learning program developed in collaboration with global leaders in pedagogical practise;
• Building fantastic relationships with families through daily contact in person and using specialist social media tools;
• Working closely with your Administration Officer to building attendances through community networks, and national attraction programs;

Position Requirements

• Must hold at least a Diploma in children’s services (or ACECQA assessed equivalent)
• Have substantial experience as Centre Director or Assistant Director
• Previous experience with business administration (essential)
• Successful candidate will be able to work a rotating roster including a variety of open, closes and middle shifts

What Goodstart Can Offer You:

• A highly competitive salary well above award and performance bonuses;
• Comprehensive Induction Program including CD welcome hosted in Brisbane;
• Employee benefits that range from childcare discounts, discounted travel, insurance, and technology;
• Purchased additional annual leave;
• Career opportunities and paid learning and development;
• Quality professional development in both pedagogy and business outcomes;
• Assistance from a dedicated Centre Support team in areas such as finance, facilities, people management and inclusion;
• Networking events to share ideas with other Centre Directors;

Contact Dim at Goodstart Recruitment for any questions: damarandos@goodstart.org.au
OR

For more information on what a career at Goodstart might look like, visit https://www.goodstart.org.au/about-us/careers-and-training

To apply for the role please ‘Apply Now’ or to review the role PD pleaseClick Here.

Goodstart is committed to child safety, with a zero tolerance of child abuse, and expect all our employees to reflect this

#gscentredirector