Keilor Views Primary School is located in the suburb of Keilor Downs with an enrolment of 440 students from diverse backgrounds. At Keilor Views, our students are effective learners that are provided a guaranteed and viable curriculum, individualised to support and enrich each student’s learning needs. The school is an inclusive educational setting that prides itself on the delivery of a high quality curriculum and evidence-based, researched proven practices that make a difference to learning. The school is creating learners that are resilient, seek feedback, wonder and collaborate, supported through our effective learner qualities. Our principles Pride, Vision and Integrity underpin our school culture.

Keilor Views Primary School holds high expectations of all stakeholders in the learning process with a strong emphasis on activating authentic student voice. Staff work together in Professional Learning Teams and Communities of Practice, dedicated to building teacher capacity, and improving student learning progress and outcomes at all levels. Supported by our school based coaching and mentoring program.

Our academic, social and extra-curricular activities create opportunities for all students to participate and engage in learning in a respectful and safe learning environment. Our focus is to enhance student wellbeing through the delivery of whole school evidence based practices and programs which; engage all students socially, emotionally and academically, are embedded into our everyday teaching and learning, and are an intrinsic part of our school culture. This is strongly reflected in our School Strategic Plan.

The school is a Resilience, Rights and Respectful Relationship Lead School and has been selected to be part of a three-year research project that will investigate the impact of the Resilience Rights and Respectful Relationships program in schools. Keilor Views School believes that students, staff and families have a right to be treated with respect and dignity and participate fully in an educational environment that is safe, supportive and inclusive.

Classroom programs are supported by Specialist Programs which included: Physical Education, Visual Arts, Performing Arts, and the introduction of STEM in 2017.

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

WE REQUEST APPLICATIONS ARE SUBMITTED AS ONE PDF FILE ONLY.

• 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

Keilor Views Primary School is located in the suburb of Keilor Downs with an enrolment of 440 students from diverse backgrounds. At Keilor Views, our students are effective learners that are provided a guaranteed and viable curriculum, individualised to support and enrich each student’s learning needs. The school is an inclusive educational setting that prides itself on the delivery of a high quality curriculum and evidence-based, researched proven practices that make a difference to learning. The school is creating learners that are resilient, seek feedback, wonder and collaborate, supported through our effective learner qualities. Our principles Pride, Vision and Integrity underpin our school culture.

Keilor Views Primary School holds high expectations of all stakeholders in the learning process with a strong emphasis on activating authentic student voice. Staff work together in Professional Learning Teams and Communities of Practice, dedicated to building teacher capacity, and improving student learning progress and outcomes at all levels. Supported by our school based coaching and mentoring program.

Our academic, social and extra-curricular activities create opportunities for all students to participate and engage in learning in a respectful and safe learning environment. Our focus is to enhance student wellbeing through the delivery of whole school evidence based practices and programs which; engage all students socially, emotionally and academically, are embedded into our everyday teaching and learning, and are an intrinsic part of our school culture. This is strongly reflected in our School Strategic Plan.

The school is a Resilience, Rights and Respectful Relationship Lead School and has been selected to be part of a three-year research project that will investigate the impact of the Resilience Rights and Respectful Relationships program in schools. Keilor Views School believes that students, staff and families have a right to be treated with respect and dignity and participate fully in an educational environment that is safe, supportive and inclusive.

Classroom programs are supported by Specialist Programs which included: Physical Education, Visual Arts, Performing Arts, and the introduction of STEM in 2017.

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

WE REQUEST APPLICATIONS TO BE SUBMITTED AS ONE PDF FILE ONLY.

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.

Echuca Specialist School is seeking applicants who display an understanding of the learning and teaching of students with special needs and who are committed to their profession.

Echuca Specialist School is a rapidly expanding school, providing education for children ages 5-18 years with intellectual and associated disabilities. The school enrolment is approximately 115 students. We follow Victorian Curriculum using ABLES to assist assessment. The curriculum is based on individual needs and abilities and designed to be motivating, challenging and flexible with a significant focus on life skills and personal development.

The school successfully met all standards for Professional Development Culture and was accredited in 2008. Our 2019 - 2022 Strategic Plan has a student learning focus on Literacy, Numeracy and excellence in Education. The major emphasis is on literacy with a focus on reading, developing oral language and social skills. We believe that all our students need to be given a voice and the staff are dedicated to making the most of the school resources to achieve this goal.

Our Strategic Plan has a major teaching and learning focus on Literacy, Numeracy and Communication. All students work with iPads to strengthen literacy and numeracy skills. We offer a significant P.E.C.S program to build communication skills across different areas of the school.

The school has a strong wellbeing culture. In 2016 the school launched The Koorie Inclusive School Wide Positive Behaviour Support (KI SWPBS) program This evidence based approach supports positive school culture by creating safe, inclusive learning environments defined by proactive whole school systems to define, teach and support appropriate student behaviours.

Inclusion is of vital importance to our Community and links with mainstream schools and local sporting clubs are facilitated through community partnerships. The school promotes inclusion of all cultures, religion and gender identities and where local history, heritage and the values of the nation’s first people can be explored and celebrated. Inclusion is promoted in our community and links with mainstream.

Family connections are vital and their continued support is greatly valued. Student wellbeing is a high priority and contact with most families on a daily basis provides holistic support not only to students but to caregivers. Our families come from a diverse background spread over a large geographical area.

Many of our students have high paramedical needs. Access to physiotherapy, occupational therapy, speech therapy and psychologist services is provided as required. Specialised therapy and augmented communication equipment is available to support these programmes.

The school prides itself on having an open and welcoming environment that encourages parent and community participation. Links with the community are encouraged. The school plays host to students on work experience, or community service programmes as well as providing onsite training for staff from local mainstream schools. We recognise and appreciate the challenging nature of the job and are proud of the professional commitment of all our staff.

Our school offers:

•Excellence in Education - High quality teaching tailored to the individual

•A curriculum designed to allow students to develop to their full potential.

•Highly trained and dedicated staff, highly respected by the greater community.

•A safe and supportive environment catering for all physical, emotional and intellectual needs.

•A strong emphasis on assisting the students to develop interpersonal skills readying them for life beyond school.

•A strong student wellbeing culture, where each child’s needs are of top priority.

•An outstanding team approach to teaching and managing the students.

•Strong partnerships with parents, local disability services and the broader community.

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, well-being and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrate and model a high level of professional practice and capacity to create a learning environment that is safe and inclusive for students with special needs and challenging behaviours.

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

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

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

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

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

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

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

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

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

The school is looking for staff that have worked with students with challenging behaviours/disengagement. The successful applicant might also work in our VCAL team however VCAL qualifications and experience is not necessarily required.

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

• 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

 At Echuca College we get to know our students as individuals so that we can focus on their development as resilient and responsible young adults, destined for success in a constantly evolving world. Our College is focused on the preparation of our students for the future.

The friendly and supportive learning environment at Echuca College is underpinned by clear expectations, a strong code of conduct and a sense of PRIDE. In 2015, our College’s governing Student Council developed a new vision for the College around five key concepts that the students wanted all members of the College community to exhibit in their learning and interactions; Progressive, Respectful, Integrity, Dedication and Excellence. This work resulted in the introduction of the House system in 2017 supporting greater connectedness of the students and staff to the College and its mission.

The framework for our positive environment is strengthened by House Leaders who work in specific House communities and are supported by a team of experienced teachers and student leaders. As a result, a positive and responsible approach to education fosters exemplary values of compassion, tolerance and respect for self and others.

The high standard of education delivered in all areas of the College is tribute to the dedication, intellect and empathy of our teaching and support staff- all whom take collective pride and inspiration from our students. Our Teaching and Learning is enhanced by Leading Teachers; specifically assigned to the Victorian Curriculum, VCE/VET/VCAL and professional learning developed around ‘21^st century Skills’ and ‘Best Practice’.

Echuca College is large enough to provide a comprehensive curriculum and a range of programs and resources second to none in this area to meet the most fastidious of students. Echuca College is also small enough to achieve the closeness which allows students and staff to develop ongoing educational relationships in a friendly and supportive learning environment. Innovative teaching programs and staff commitment to ongoing professional learning ensures that Echuca College delivers an exceptional and fulfilling educational experience for every student now, and in the future.

Our senior program offers a comprehensive range of studies within each of the major area of Arts, Business, Humanities, LOTE, Health Sciences, Sciences, Technology and VCAL. The College is building a strong reputation in all these areas as evidenced by VCE results and the high proportion of students who gain full time employment or pursue tertiary education. We have developed links with other education providers in our community and as a lead school in the area with a significant VETiS Program, we are expanding both our community and college offerings in Vocational Education and Training certificates at the College. Our successful VCAL program has provided senior students with a vocational element within their VCE studies and through their studies students have developed strong links with the local community.

Currently as part of the VETis program, we are offering a variety of VET Certificate Courses and we are involved in the School Based Apprenticeship Scheme. The College is also a member of the Beacon Foundation, a program that has assisted our students in pathways planning and development in the Echuca area for over 17 years.

The College has also developed an impressive list of extra curricula programs across all year levels. The Peer Support program was introduced at Year 7 this year and both Year 7 students and their Year 11 mentors have benefited considerably as a result of this program. The International tours to England, China, New Zealand, Cambodia, France/Western Front, Malaysia and Turkey (Gallipoli) provide students with an opportunity to expand their knowledge beyond the classroom. Debating, dance, theatre sports, sporting carnivals and academic competitions all add to the educational experience of our students at Echuca College.

Our facilities support a progressive curriculum and with the College being set on 12 hectares it provides plenty of room to move. In additional to sports fields and a picturesque piazza, our students enjoy a Performing Arts Centre, refurnished double basketball court stadium with squash courts and small gym, Café Learning centre, commercial kitchen, science centre and transitional neighbourhoods for years 7 and Year 12 Senior Learning. Echuca College also has a ‘state of the art’ hockey field that includes 12 tennis courts. With all this Echuca College is setting the standard for others to follow in 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

Echuca Specialist School is seeking applicants who display an understanding of the learning and teaching of students with special needs and who are committed to their profession.

Echuca Specialist School is a rapidly expanding school, providing education for children ages 5-18 years with intellectual and associated disabilities. The school enrolment is approximately 115 students. We follow Victorian Curriculum using ABLES to assist assessment. The curriculum is based on individual needs and abilities and designed to be motivating, challenging and flexible with a significant focus on life skills and personal development.

The school successfully met all standards for Professional Development Culture and was accredited in 2008. Our 2019 - 2022 Strategic Plan has a student learning focus on Literacy, Numeracy and excellence in Education. The major emphasis is on literacy with a focus on reading, developing oral language and social skills. We believe that all our students need to be given a voice and the staff are dedicated to making the most of the school resources to achieve this goal.

Our Strategic Plan has a major teaching and learning focus on Literacy, Numeracy and Communication. All students work with iPads to strengthen literacy and numeracy skills. We offer a significant P.E.C.S program to build communication skills across different areas of the school.

The school has a strong wellbeing culture. In 2016 the school launched The Koorie Inclusive School Wide Positive Behaviour Support (KI SWPBS) program This evidence based approach supports positive school culture by creating safe, inclusive learning environments defined by proactive whole school systems to define, teach and support appropriate student behaviours.

Inclusion is of vital importance to our Community and links with mainstream schools and local sporting clubs are facilitated through community partnerships. The school promotes inclusion of all cultures, religion and gender identities and where local history, heritage and the values of the nation’s first people can be explored and celebrated. Inclusion is promoted in our community and links with mainstream.

Family connections are vital and their continued support is greatly valued. Student wellbeing is a high priority and contact with most families on a daily basis provides holistic support not only to students but to caregivers. Our families come from a diverse background spread over a large geographical area.

Many of our students have high paramedical needs. Access to physiotherapy, occupational therapy, speech therapy and psychologist services is provided as required. Specialised therapy and augmented communication equipment is available to support these programmes.

The school prides itself on having an open and welcoming environment that encourages parent and community participation. Links with the community are encouraged. The school plays host to students on work experience, or community service programmes as well as providing onsite training for staff from local mainstream schools. We recognise and appreciate the challenging nature of the job and are proud of the professional commitment of all our staff.

Our school offers:

•Excellence in Education - High quality teaching tailored to the individual

•A curriculum designed to allow students to develop to their full potential.

•Highly trained and dedicated staff, highly respected by the greater community.

•A safe and supportive environment catering for all physical, emotional and intellectual needs.

•A strong emphasis on assisting the students to develop interpersonal skills readying them for life beyond school.

•A strong student wellbeing culture, where each child’s needs are of top priority.

•An outstanding team approach to teaching and managing the students.

•Strong partnerships with parents, local disability services and the broader community.

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

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

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

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

SC5 A commitment to professional learning and growth

SC6 – Demonstrate and model a high level of professional practice and capacity to create a learning environment that is safe and inclusive for students with special needs and challenging behaviours.

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.

The responsibilities of this position will be:

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 excursion, in sporting activities, therapy activities and life skills

Assist in the preparation of student resources and equipment

Prepare curriculum support resources

Set up and put away equipment and materials in support of teaching programs

Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement

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

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.

Echuca Twin Rivers Primary School

Echuca Twin Rivers Primary School is a new school created as a result of a merger between Echuca South and Echuca West Primary schools.

Echuca Twin Rivers Primary School strives to create a cohesive, inclusive, challenging and supportive learning environment, encompassing all members of the school community based on the school’s trademark values of respect, resilience and inclusion.

ETWPS embraces best practice, innovation, reflection, celebration of achievements and an openness to learning. Echuca Twin Rivers Primary School has high expectations of all learners, and those learners are fully supported in their journey. Teachers, families, friends and the wider community are encouraged to be part of the learning journey. ETRPS welcomes families into the school and classrooms, knowing that a strong relationship between home and school is integral to the best outcomes for our students. Children regularly set goals, articulate those goals and work towards them.

With a clear vision for our future, Echuca Twin Rivers Primary School’s teaching and learning community aims to foster an environment that provides a safe, quality, comprehensive education that enables all students to become life-long learners.

Our Mission

To create a community minded learning environment where everyone has the opportunity to learn to the best of their ability.

Our Vision

• Engaged, confident students who are motivated and excited to learn and who love learning.
• Positive, professional staff committed to sharing their passion for learning with the students and the wider community.
• Innovative curriculum that values diversity.
• A community that values strong partnerships between home, school and community.
• A safe and stimulating learning environment which is creative and fun.

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

About Our School

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

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

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

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

SC1 Demonstrated knowledge of the relevant curriculum, including the 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

Reservoir High is a middle sized Year 7-12 school located in Melbourne’s northern suburbs surrounded by parkland and sporting facilities. Reservoir High provides excellent educational outcomes for all students in a positive, caring and supportive learning community where diversity is celebrated and valued, lifelong learning is embraced and all students have the opportunity to develop as leaders in their community. The school’s enrolment is currently around 660. It is anticipated that the school will grow to approximately 750 in the near future. Trends in the student, parents and staff surveys have been increasingly positive and we have outstanding results.

Reservoir High School’s vision is to build resilient and reflective learners who strive for excellence and value diversity through showing respect for self, others and the community. Our mission is to ensure our students are successful learners, literate, numerate and empowered to be critical and creative thinkers in a changing world.

Our Strategic Plan has a strong focus on Teaching and Learning. Our school continually improves its facilities. In April 2016, we opened our state of the art 260 seat Reservoir High Performing Arts Centre and have recently opened 3 Olympic standard netball and tennis courts with 2 more in the planning for 2020. Our Leadership structure has been redesigned and improved which more accurately reflects the needs of the students and staff. The school has 3 principal class officers, 60 teaching staff and 20 Educational Support staff. Outstanding features which draw students to our school include opportunities in our Selected Entry Accelerated Learning (SEAL Program), STEAM, Football Development Academy, Drama, Dance (2017 Wakakirri State Winners) and Music performance as well as a range of pathways including VCE, VCAL and VET.

Reservoir High Values – Diversity, Excellence & Success are demonstrated every day. Diversity adds to the richness and quality of the students’ educational experience with a significant EAL student cohort and over 65 cultural groups represented in the school. The Reservoir High International Student Program comprises of approx. 30 students which provides a further global perspective. Excellence is demonstrated by our ability to engage our students and encourage them to pursue individual and team pursuits, for example, debating, maths competitions, dance and theatre productions, science presentations and local and international community projects. We recognise and celebrate the success of all students, by awards at our regular whole school assemblies or year level assemblies, through our fortnightly newsletter as well as our reporting system which informs parents and guardians of their child’s progress every five weeks.

At Reservoir High we strive to support students during their academic journey, to achieve success and giving them every opportunity to gain entrance into university, TAFE and employment. Our school has a strong focus on improved learning outcomes with a supportive, yet decisive student management philosophy. Our student attendance figures are excellent, our engaging curriculum, high expectations and student voice contribute to the overall positive and focused educational learning environment. Our large Student Wellbeing Team comprises of a full time Student Wellbeing Coordinator, School Nurse, Salvation Army Chaplain with an onsite Doctor as part of the Doctors in School Program. Our careers team also provide significant support to the students and their families.

We welcome the opportunity to share with you the successes and achievements at Reservoir High and look forward to meeting you soon. 

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

Northcote Primary School is located in the inner northern suburb of Northcote and was first established in 1874. It retains the original Victorian and later Edwardian heritage brick buildings. Refurbishments to original traditional classrooms a few years ago, created flexible learning spaces in most areas. This provided the environment to transform the teaching and learning practices in our school, to be far more suitable for today’s teaching and learning needs. The school was recently the recipient of Capital Works grant, to improve and enhance our school buildings and has worked with architects over the last year to produce a master plan for the future and implement building improvements on the main campus during 2019 and 2020.

Northcote Primary School is known for its strong sense of community connectedness and Northcote Primary School has this in spades. Over our 145 year history the school has evolved into a place where community matters and where our students continue to achieve academically. We are proud of our consistent teaching and learning and the high standards we set for our staff and students. We are a welcoming school community. Strong relationships are the hallmark of our school – among students, parents, and staff and within the Northcote community.

The school vision is: Collaborative learning in a community that cares.

The core values of the school are:

Collaboration: Students are encouraged to be their best selves through progressive learning and teaching practices that give them the foundations, curiosity and creativity to be life-long learners.

Community-minded: Welcoming students, staff, families and friends by promoting a sense of belonging and sharing in our school and wider community.

Respect: Accepting and valuing ourselves and others and fostering an atmosphere of inclusion, resilience and mutual respect.

These values underpin a school environment and atmosphere where safety, caring attitudes, quality respectful relationships, consultative decision-making, and high educational standards are encouraged.

There are 371 students enrolled in the 2019 school year and we expect this to increase to 390 in 2020.

We have an enthusiastic and professional staff team and the school has a strong focus on teacher/staff development. The pedagogical focus is to provide an inclusive teaching and learning program, with consistent, collaborative teaching (teacher teaming) to best meet the needs of all students and capitalise on the collective strengths of the teams of teachers. The approach to learning for Humanities, Science, Technology and the Arts, is through guided inquiry. Literacy and Numeracy are taught in needs based flexible groupings at the point of each child’s learning needs.

Northcote Primary School is committed to ensuring that improved student learning is the highest priority. This is achieved by providing a comprehensive learning program based on the Victorian Curriculum with specialist programs in the Arts, Physical Education, Italian Language and additional Literacy support targeted at years 1 and 2.

By focusing on the aptitude and interests of each individual student, the school provides a learning environment which ensures students have every opportunity to reach their potential. Extra-curricular programs to support this are: Tri-Skills gymnastics; Camping program years 1 – 6; Chess Club; Foundation to year 4 after school sports program; Interschool sports; Bi-annual Performing Arts whole school productions; Philosothon; Buddy program pairing Foundation children with a year 6 Buddy; Year 6 Leadership program; comprehensive excursion programs; and Cultural Performances. The school also provides a before and after care and vacation care programs.

We are a community mainly from the local Northcote and surrounding areas who value working together in partnership to achieve the best outcomes for all students. We strive to build and maintain a community of learners – students, parents and staff – learning, working and sharing together. We recognize the importance of equipping students with skills and abilities to achieve socially, academically and emotionally in today’s changing world. Students who feel safe, challenged and supported by a positive school environment are able to aspire to be the best they can.

On top of the typical selection criteria for a teacher, applicants should demonstrate a capacity to establish and support the development of our school ethos, culture and systems, processes and staffing.

They should feel that they can support the principal in the implementation of the school Vision, Values, goals and priorities of the School Strategic Plan.

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.

SC 6 Demonstrated ability to plan, implement & evaluate a high quality, comprehensive Arts program that caters for the individual needs of all students & integrates work undertaken at all levels of the school.

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

- 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

Northcote Primary School is located in the inner northern suburb of Northcote and was first established in 1874. It retains the original Victorian and later Edwardian heritage brick buildings. Refurbishments to original traditional classrooms a few years ago, created flexible learning spaces in most areas. This provided the environment to transform the teaching and learning practices in our school, to be far more suitable for today’s teaching and learning needs. The school was recently the recipient of Capital Works grant, to improve and enhance our school buildings and has worked with architects over the last year to produce a master plan for the future and implement building improvements on the main campus during 2019 and 2020.

Northcote Primary School is known for its strong sense of community connectedness and Northcote Primary School has this in spades. Over our 145 year history the school has evolved into a place where community matters and where our students continue to achieve academically. We are proud of our consistent teaching and learning and the high standards we set for our staff and students. We are a welcoming school community. Strong relationships are the hallmark of our school – among students, parents, and staff and within the Northcote community.

The school vision is: Collaborative learning in a community that cares.

The core values of the school are:

Collaboration: Students are encouraged to be their best selves through progressive learning and teaching practices that give them the foundations, curiosity and creativity to be life-long learners.

Community-minded: Welcoming students, staff, families and friends by promoting a sense of belonging and sharing in our school and wider community.

Respect: Accepting and valuing ourselves and others and fostering an atmosphere of inclusion, resilience and mutual respect.

These values underpin a school environment and atmosphere where safety, caring attitudes, quality respectful relationships, consultative decision-making, and high educational standards are encouraged.

There are 371 students enrolled in the 2019 school year and we expect this to increase to 390 in 2020.

We have an enthusiastic and professional staff team and the school has a strong focus on teacher/staff development. The pedagogical focus is to provide an inclusive teaching and learning program, with consistent, collaborative teaching (teacher teaming) to best meet the needs of all students and capitalise on the collective strengths of the teams of teachers. The approach to learning for Humanities, Science, Technology and the Arts, is through guided inquiry. Literacy and Numeracy are taught in needs based flexible groupings at the point of each child’s learning needs.

Northcote Primary School is committed to ensuring that improved student learning is the highest priority. This is achieved by providing a comprehensive learning program based on the Victorian Curriculum with specialist programs in the Arts, Physical Education, Italian Language and additional Literacy support targeted at years 1 and 2.

By focusing on the aptitude and interests of each individual student, the school provides a learning environment which ensures students have every opportunity to reach their potential. Extra-curricular programs to support this are: Tri-Skills gymnastics; Camping program years 1 – 6; Chess Club; Foundation to year 4 after school sports program; Interschool sports; Bi-annual Performing Arts whole school productions; Philosothon; Buddy program pairing Foundation children with a year 6 Buddy; Year 6 Leadership program; comprehensive excursion programs; and Cultural Performances. The school also provides a before and after care and vacation care programs.

We are a community mainly from the local Northcote and surrounding areas who value working together in partnership to achieve the best outcomes for all students. We strive to build and maintain a community of learners – students, parents and staff – learning, working and sharing together. We recognize the importance of equipping students with skills and abilities to achieve socially, academically and emotionally in today’s changing world. Students who feel safe, challenged and supported by a positive school environment are able to aspire to be the best they can.

On top of the typical selection criteria for a teacher, applicants should demonstrate a capacity to establish and support the development of our school ethos, culture and systems, processes and staffing.

They should feel that they can support the principal in the implementation of the school Vision, Values, goals and priorities of the School Strategic Plan.

SC1 Demonstrated ability to successfully lead school improvement including the implementation and evaluation of learning and teaching practices, evidence based pedagogical approaches, curriculum implementation, and effective assessment and reporting in accordance with the relevant Curriculum.

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 exemplary understanding and capacity to commit to collaboration as the driver of educational transformation for our students and teachers.

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

• 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

Northcote Primary School is located in the inner northern suburb of Northcote and was first established in 1874. It retains the original Victorian and later Edwardian heritage brick buildings. Refurbishments to original traditional classrooms a few years ago, created flexible learning spaces in most areas. This provided the environment to transform the teaching and learning practices in our school, to be far more suitable for today’s teaching and learning needs. The school was recently the recipient of Capital Works grant, to improve and enhance our school buildings and has worked with architects over the last year to produce a master plan for the future and implement building improvements on the main campus during 2019 and 2020.

Northcote Primary School is known for its strong sense of community connectedness and Northcote Primary School has this in spades. Over our 145 year history the school has evolved into a place where community matters and where our students continue to achieve academically. We are proud of our consistent teaching and learning and the high standards we set for our staff and students. We are a welcoming school community. Strong relationships are the hallmark of our school – among students, parents, and staff and within the Northcote community.

The school vision is: Collaborative learning in a community that cares.

The core values of the school are:

Collaboration: Students are encouraged to be their best selves through progressive learning and teaching practices that give them the foundations, curiosity and creativity to be life-long learners.

Community-minded: Welcoming students, staff, families and friends by promoting a sense of belonging and sharing in our school and wider community.

Respect: Accepting and valuing ourselves and others and fostering an atmosphere of inclusion, resilience and mutual respect.

These values underpin a school environment and atmosphere where safety, caring attitudes, quality respectful relationships, consultative decision-making, and high educational standards are encouraged.

There are 371 students enrolled in the 2019 school year and we expect this to increase to 390 in 2020.

We have an enthusiastic and professional staff team and the school has a strong focus on teacher/staff development. The pedagogical focus is to provide an inclusive teaching and learning program, with consistent, collaborative teaching (teacher teaming) to best meet the needs of all students and capitalise on the collective strengths of the teams of teachers. The approach to learning for Humanities, Science, Technology and the Arts, is through guided inquiry. Literacy and Numeracy are taught in needs based flexible groupings at the point of each child’s learning needs.

Northcote Primary School is committed to ensuring that improved student learning is the highest priority. This is achieved by providing a comprehensive learning program based on the Victorian Curriculum with specialist programs in the Arts, Physical Education, Italian Language and additional Literacy support targeted at years 1 and 2.

By focusing on the aptitude and interests of each individual student, the school provides a learning environment which ensures students have every opportunity to reach their potential. Extra-curricular programs to support this are: Tri-Skills gymnastics; Camping program years 1 – 6; Chess Club; Foundation to year 4 after school sports program; Interschool sports; Bi-annual Performing Arts whole school productions; Philosothon; Buddy program pairing Foundation children with a year 6 Buddy; Year 6 Leadership program; comprehensive excursion programs; and Cultural Performances. The school also provides a before and after care and vacation care programs.

We are a community mainly from the local Northcote and surrounding areas who value working together in partnership to achieve the best outcomes for all students. We strive to build and maintain a community of learners – students, parents and staff – learning, working and sharing together. We recognize the importance of equipping students with skills and abilities to achieve socially, academically and emotionally in today’s changing world. Students who feel safe, challenged and supported by a positive school environment are able to aspire to be the best they can.

On top of the typical selection criteria for a teacher, applicants should demonstrate a capacity to establish and support the development of our school ethos, culture and systems, processes and staffing.

They should feel that they can support the principal in the implementation of the school Vision, Values, goals and priorities of the School Strategic Plan.

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 Demonstrate an understanding and capacity to share instructional responsibility within collaborative teaching and learning models.

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

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.

Northcote Primary School is located in the inner northern suburb of Northcote and was first established in 1874. It retains the original Victorian and later Edwardian heritage brick buildings. Refurbishments to original traditional classrooms a few years ago, created flexible learning spaces in most areas. This provided the environment to transform the teaching and learning practices in our school, to be far more suitable for today’s teaching and learning needs. The school was recently the recipient of Capital Works grant, to improve and enhance our school buildings and has worked with architects over the last year to produce a master plan for the future and implement building improvements on the main campus during 2019 and 2020.

Northcote Primary School is known for its strong sense of community connectedness and Northcote Primary School has this in spades. Over our 145 year history the school has evolved into a place where community matters and where our students continue to achieve academically. We are proud of our consistent teaching and learning and the high standards we set for our staff and students. We are a welcoming school community. Strong relationships are the hallmark of our school – among students, parents, and staff and within the Northcote community.

The school vision is: Collaborative learning in a community that cares.

The core values of the school are:

Collaboration: Students are encouraged to be their best selves through progressive learning and teaching practices that give them the foundations, curiosity and creativity to be life-long learners.

Community-minded: Welcoming students, staff, families and friends by promoting a sense of belonging and sharing in our school and wider community.

Respect: Accepting and valuing ourselves and others and fostering an atmosphere of inclusion, resilience and mutual respect.

These values underpin a school environment and atmosphere where safety, caring attitudes, quality respectful relationships, consultative decision-making, and high educational standards are encouraged.

There are 371 students enrolled in the 2019 school year and we expect this to increase to 390 in 2020.

We have an enthusiastic and professional staff team and the school has a strong focus on teacher/staff development. The pedagogical focus is to provide an inclusive teaching and learning program, with consistent, collaborative teaching (teacher teaming) to best meet the needs of all students and capitalise on the collective strengths of the teams of teachers. The approach to learning for Humanities, Science, Technology and the Arts, is through guided inquiry. Literacy and Numeracy are taught in needs based flexible groupings at the point of each child’s learning needs.

Northcote Primary School is committed to ensuring that improved student learning is the highest priority. This is achieved by providing a comprehensive learning program based on the Victorian Curriculum with specialist programs in the Arts, Physical Education, Italian Language and additional Literacy support targeted at years 1 and 2.

By focusing on the aptitude and interests of each individual student, the school provides a learning environment which ensures students have every opportunity to reach their potential. Extra-curricular programs to support this are: Tri-Skills gymnastics; Camping program years 1 – 6; Chess Club; Foundation to year 4 after school sports program; Interschool sports; Bi-annual Performing Arts whole school productions; Philosothon; Buddy program pairing Foundation children with a year 6 Buddy; Year 6 Leadership program; comprehensive excursion programs; and Cultural Performances. The school also provides a before and after care and vacation care programs.

We are a community mainly from the local Northcote and surrounding areas who value working together in partnership to achieve the best outcomes for all students. We strive to build and maintain a community of learners – students, parents and staff – learning, working and sharing together. We recognize the importance of equipping students with skills and abilities to achieve socially, academically and emotionally in today’s changing world. Students who feel safe, challenged and supported by a positive school environment are able to aspire to be the best they can.

On top of the typical selection criteria for a teacher, applicants should demonstrate a capacity to establish and support the development of our school ethos, culture and systems, processes and staffing.

They should feel that they can support the principal in the implementation of the school Vision, Values, goals and priorities of the School Strategic Plan.

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 Demonstrate an understanding and capacity to share instructional responsibility within collaborative teaching and learning models.

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

- 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

At Thornbury High School, we are proud of what we do every day to champion innovation, inclusiveness and academic excellence. Through our extensive academic and extra-curricular programs we aim to foster and inspire a new generation of respectful and resilient young people ready to face a rapidly-changing world.

In 2019, the school’s enrolment is approximately 1000 students, with an additional 70 international students from predominantly China and Vietnam further enriching the school’s standing in the international education community. The school’s curriculum is founded on the key underpinnings of internationalisation, enterprise skills and digital literacy.

The school has four Principal class, 70 equivalent full time teachers and 20 Educational Support Staff working together to achieve the school’s vision, the central tenets of which are:

• high academic expectations and standards
• a safe and secure learning environment
• a wide-range of opportunities for students to pursue individual and collective aspirations

The school recently completed its formal review and one of the highlights was the VCE median study score which reached 30 for the first time in 2017 and was sustained at that level in 2018. Our results in finding post-school pathways for senior students remain above the state median. The school continues to implement key teaching and learning strategies with a strong literacy underpinning through our reinvigorated Performance and Development Program.

Other school review highlights included our instrumental music program that includes free instrumental music tuition to all year seven and eight students as part of the performing arts curriculum, and the significant increase in student participation in VCE Science subjects over the last four years.

The review identified the following three areas as whole-school priorities for our next level of work:

• continuing to improve student achievement in all areas
• increasing the active engagement of all students in their learning
• further developing the connectedness, resilience and wellbeing of all students

The school is currently redeveloping its facilities, with stage one of our masterplan - a new Performing Arts Centre and Gymnasium - due for completion by the start of 2020.

Thornbury High School values diversity in all its forms and models this in our day-to-day practices. The benefits of this are evident in the deep pride and sense of belonging within our school community. The school also conducts its own student-led annual bullying survey which has contributed to the development of a very safe and secure learning environment at the school.

For further information, visit the school’s website at http://www.thornburyhs.vic.edu.au/ which includes links to our community Facebook page.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

This position will require Monday and Tuesday availability and classroom music experience is preferred.

Eagle Point Primary School (No. 3215) was established in 1894. It is a rural school situated in the township of Eagle Point between Bairnsdale and Paynesville in a picturesque setting overlooking Lake King, one of the Gippsland Lakes. The current enrolment is 140 children. The school services families from Bairnsdale, Eagle Point, Paynesville, Newlands Arm, and the surrounding rural area. Many of the families of children attending this school work in Bairnsdale and Paynesville, which has a combined population of approximately 20,000 people. Eagle Point is a short, scenic drive of 10km along the Mitchell River to Bairnsdale. Our school offers an alternative to the larger schools in the district for parents who appreciate the advantages of a rural school.

Our classrooms are largely composites, composed to best suit the needs of students. Teachers and Education Support Officers are placed to ensure we support those needs. The specialists areas provided are Physical Education, Science and Social Skills. We have support programs offering an Oral Language Program, Reading Assistance Program, Soundwaves (Foundation to 6), Special Friends Program, Buddies, Clubs, Playgroup and a School Chaplain.

Our school strives for success through using the approach of 'Choice Theory' developed by William Glasser. Teachers have been extensively trained in this approach, which centres on authentic relationships, knowing and meeting the needs of individuals and understanding that each person has a quality world that differs to their own. Our students are developing understandings that every action is chosen, consequences occur because of their actions. In the classroom students strive for quality in their work. Our students have begun to identify quality learning and verbalise why they believe it is so. Celebration of quality learning occurs at our Friday afternoon assemblies.

The central focus of the school is to provide students with sound and challenging experiences in a secure and supportive environment. The school promotes the principles of equity and access by providing a wide range of curriculum opportunities and extracurricular activities. Through the encouragement of independent learning, students develop a sense of worth and are confident in attaining success in all their endeavours. The five main values that are emphasised in everything we do are; Care, Respect, Commitment, Responsibility and Inclusiveness. These values underpin and define our school culture. It has a direct impact on building resilience, social, emotional and academic outcomes for all of our students.

There is a family atmosphere and a feeling of belonging in the school community. The school is proud of its parental support and involvement, with active participation in all aspects of the school functions including School Council, educational programs, fundraising, grounds maintenance, school camps and excursions, annual concert and social activities.

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 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.

Bairnsdale Secondary College is sited on Gunai-Kurnai land and has approximately 1175 students enrolled drawing on local communities. Over 60% of these students travel to school on buses.

The Student Family Occupation Density is currently 0.59 indicating that the college population is classified as low-middle socio-economic when compared to schools across Victoria. Ten percent of the school population is of indigenous descent.

The Bairnsdale Secondary College embraces their entire school community and the following values:

• Respect for self
• Respect for others
• Respect for the environment
• Be the best you can be

For staff additional values include:

• Students are the focus
• Working together
• Honour and celebrate diversity

Our vision is to create a learning community with a focus on improving teaching practice through ongoing performance development so that students’ outcomes improve.

There are three Learning Hubs at the College. The Hubs are named in the Gunai Kurnai language to symbolise students’ journey through the College:

• Year 7 – Wargomerrin (Morning)
• Year 8-9 – Wurrin (Day)
• Years 10, 11 & 12 – Malgobilia (Night)

Each Hub is supported by an Assistant Principal, Leading Teachers, Coordinators, Education Support Staff, Integration Aides and Student Wellbeing team. The Malgobilia team also integrates VCAL Staff and a Careers Coordinator. This ethos enables a holistic approach to the needs of each of our students encompassing our school values and the strong link between education and wellbeing.

The College also has a satellite site providing an alternative VCAL study centre (Changing Lanes) for regional youth disengaged from mainstream education provision and potentially at risk.

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.

Other responsibilities of this position may include:

- Undertaking duties within the College Pastoral Care Model (years 7-12)

- Teach VCE classes as timetabled

- Teach VCAL classes as timetabled including at the offsite VCAL satellite campus

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 applications must include current names and contact details of a minimum 3 referees

- Application length including covering letter, selection criteria response and curriculum vitae is to be kept to a maximum 10 pages

• 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

Frankston East Primary School was established in 1952 and is located in Ashleigh Avenue Frankston in a residential area with a small shopping centre close by. Our current enrolment is 150 and is drawn mainly from the local area.

School Ethos:
The school promotes an atmosphere where excellence is valued and where the children are encouraged to develop to their maximum potential. The school provides a secure and happy environment, where the focus is the child and where children share the responsibility of their own learning.

Facilities
Frankston East Primary School has eight buildings consisting of permanent classrooms, art room, library, music room, science room and a school hall.

The school is set in spacious grounds with a number of playing areas, two basketball courts, cricket nets, quiet areas and an oval. The community are proud of their grounds and have worked collaboratively to keep them looking attractive and to make improvements whenever possible.

Curriculum Program:
A broad curriculum is offered with well-developed programs in the eight Key Learning Areas. The school is proud of its music program which is valued by students, parents and staff alike. The Frankston East Annual Student Theatre (FEAST) has the school working together in a great example of team work with the production taking place at the George Jenkins Theatre each year. Our Carols night also attracts a large crowd each year. We also offer specialist classes in Art, LOTE, Music, Physical Education and Science. Our well-resourced Science Centre is enjoyed by students across the school. The school also offers a variety of programs designed to extend and enrich our students. These include Camps, Water Safety, Swimming, Inter school and Intra School sporting opportunities.

Frankston East Primary School belongs to the Central Peninsula Network of schools with close ties to Ballam Park Primary School, Karingal Primary School, Karingal Heights Primary School and McClelland College.

Student Welfare:
Our community encourages high standards of behaviour based on co-operation, respect, mutual responsibility, self-discipline and actively promotes harmonious student relationships. Staff have undergone professional development and we have a setting where internal networks and structures support the students and the teachers. A Welfare Team consisting of the Principal, Welfare Manager and the appropriate Classroom Teacher provides the supportive staffing personnel required to address issues of concern. Parents are kept fully informed of changes and progress in this area. To ensure a consistency of procedure, all matters pertaining to welfare concerns are directed initially through the Welfare Manager.

Parent Involvement:
We have an active School Council and a Parents and Friends Association. The parents work hard to promote our school and to raise local funds. The school has an open approach to parent connectedness and openly encourages parent involvement in areas like reading and general room assistance etc.

Brian McFall
PRINCIPAL

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

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

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

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

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

SC6 Demonstrated ability to engage students in learning through the use of a wide variety ICT activities and equipment.

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

Frankston High School is a large multi campus co-educational school situated in South Frankston. We have a strong sense of tradition with excellent parent involvement and strong links with the local community. The school has a population in excess of 1700 students. The Year 7-10 and Senior campuses occupy nearby sites.

A well established transition program helps students to adjust from primary to secondary school and the Year 7 tutorial program engenders a sense of security and belonging to the school. As students progress through each sub-school they are introduced to increased choice, flexibility and responsibility, culminating in a more adult learning environment in the Senior Campus. In each sub-school the curriculum aims to promote extension and enhancement of learning for all students.

Students achieve outstanding results in the VCE and in tertiary selection and the school is placing increasing importance on offering VCE programs which maximise tertiary opportunities for all students. There are a large number of accelerated courses on offer. Vocational Education and Training (VET) programs are now well established at the senior level. There has been a continued focus on helping students to take increased responsibility for their own learning as they progress through the school.

The school has invested greatly in learning technologies. Tablet computer classes at Years 7 to 10 have proved an outstanding success and the school has continued to give high priority to ongoing and systematic processes of staff professional learning.

KSC 1.
Demonstrated sound student management skills and the capacity to support the educational and social welfare of students.
KSC 2.
Demonstrated ability to effectively assist with the delivery of a range of technology subjects in the designated learning area to a high standard.
KSC 3.
Demonstrated sound interpersonal and communication skills and the ability to be a productive member of a fundraising team, including the commitment and ability to raise funds from philanthropic community sources.
KSC 4.
Demonstrated professional knowledge and experience in the re-engagement of disengaged students.
KSC 5.
Demonstrated experience in delivering activity based programs as the vehicle for supporting students intra and inter personal interactions.

KSC 6.
Demonstrated professional knowledge and experience in the re-engagement of disengaged students and a demonstrated commitment to personal and professional growth and improved teaching skills and performance.

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

Applicants please note:

APPLICANTS SHOULD PROVIDE CONTACT DETAILS FOR AT LEAST 3 REFEREES INCLUDING EMAIL ADDRESS AND A MOBILE TELEPHONE NUMBER.

REFEREES OTHER THAN THOSE NOMINATED MAY BE CONTACTED

Applicants should note that this job description will be reviewed annually by the Principal and may change by negotiation as a result of modifications to the school's strategic intent.

• 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

Cohuna Secondary College, with an enrolment of 212, services the rural town of Cohuna and adjacent communities. Cohuna is located on the Murray Valley Highway on the banks of the Gunbower Creek. The area offers the potential for varied recreational activities and is abundant with many natural features. The community has access to a wide range of sporting facilities and offers a relaxed lifestyle. Cohuna is central to a highly productive irrigation and dairying industry and has a range of businesses in town that support such industry.

The College has extensive grounds (10 hectares), which provide both active and passive recreational opportunities with large ovals and an ECA Centre that houses two basketball courts, a facility that is also used by the local community. We have modernised and refurbished several buildings. We have up-to-date e-Learning resources, including 3D printers, interactive whiteboards, data projectors and other devices to support effective teaching and learning in the 21^st Century. In 2018 our college has embed BYOD for all students.

An extensive elective program operates in the Middle School with many Year 10 students choosing to study a VCE or VET subject. Our curriculum structure is well on the way to embedding The Victorian Curriculum, with subject leaders auditing current structures to be reflective of Victorian Curriculum requirements. Staff are working on curriculum development through a shared Teaching and Learning Architecture. NAPLAN results have been consistently strong for many years and current NAPLAN growth data reflects very positively on programs delivered at the college.

We offer an expansive program in the senior school with a large number of VCE units, VET options as well as offering School-Based Apprenticeships as a pathway option. We also offer VCAL and tuition through Distance Education and the Victorian Virtual Learning Network to support the broad range of programs offered in the senior school. This ensures students have ready access to tertiary studies and to diverse career opportunities.

Continuing success in formal studies, in sport and extra-curricular activities exemplifies the College's emphasis on quality of life education. Theatre Restaurant musical productions, involvement in the Advance (Future Leaders) program, Cambodia alternative schoolies, regional Youth Council and the growth of music and our Concert Band are all examples of the opportunities provided for our students. Our students enjoy access to an extensive and varied camp and excursions program, a public speaking forum, debating, work experience, special education programs, support for students with disabilities and impairments and inter-school sport.

Our staff work and learn together in collegiate teams to maximise student potential through implementing highly effective teaching strategies.

We have strong community relationships that foster community respect for our students, building commitment and motivation and providing positive role modelling for all.

We aim to encourage each student to develop positive behaviour based on cooperation and mutual respect, with students taking responsibility for their own decisions.

We are a proud school with a proud history, and strive for excellence in all that we do.

Our Vision:

At Cohuna Secondary College we:

• Treat all people with respect;
• Actively engage in diverse learning experiences;
• Create and utilise opportunities to enhance our capabilities;
• Care for and support each other within the school and the wider community; and Strive for excellence in all that we do.

Our motto is ' EXCELLAMUS - Let us Excel'.

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

Teesdale opened in 1878 with an enrolment of 11 children. In 2019 the school has grown to over 180 students providing a rich learning environment that caters to the needs of all our students. Working in teams, our staff have a strong collaborative approach to planning and delivering quality educational programs.

We promote community connectedness and student “wellbeing” through a range of strategies including eSmart, SW-PBS and the Stephanie Alexander Kitchen Garden Program. In addition, Art, Science, Physical Education and Indonesian studies compliment an exciting and challenging core learning program.

Teesdale Primary is an integral part of the Teesdale community. We are proud to be a community focal point, with strong involvement from parents and community groups in both our core and extra-curricular activities.

Our school will always aim to provide the best possible education, so that all children have the opportunity to achieve their own level of excellence.

Keeping abreast of best practice education theory and practice, we are at the leading edge of learning, with a staff team who demonstrate a professional commitment to the highest standards of knowledge, skill and care for our students.

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

For further information regarding this position for for a tour of the school please contact Sam Irwin on 52815218.

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

About the Outside School Hours Care (OSHC) Program

Effective OSHC programs bring a wide range of benefits to children, families and communities. OSHC programs can boost academic performance, reduce risky behaviours, promote physical health and provide a safe, structured environment for the children of working parents.

The OSHC Program at Bendigo Special Developmental School has been funded to address the gap in OSHC services for students with disabilities. Five specialist schools and one mainstream school are involved in the program.

Interchange a nationally approved provider will deliver OSHC services (after hours care and holiday programs) Bendigo Special Developmental School at during the 2020 school year.

Location

The OSHC School Project Manager will be located at Bendigo Special Developmental School.

Bendigo Special Developmental School in partnership with parents, carers and the community aims to provide students with individual education programs, which will maximize opportunities to improve educational outcomes.

VALUES

Respect: Our School Community is encouraged to treat others with grace and kindness. The use of manners is respect in action.

Honesty: Our School Community demonstrates honesty in our daily actions by behaving with fairness, truthfulness and sincerity.

Encouragement: Our School Community promotes encouragement to inspire and build confidence.

Professionalism: We honour our job descriptions and work place values.

The Bendigo Special Developmental School provides education programs for school aged students with a moderate to severe intellectual disability, who reside in the Bendigo Region. The current enrolment is 127 students with a full time equivalent of 126. The new school premises were established in Kangaroo Flat in September 2006. Students have ready access to community facilities.

DET curriculum guidelines are followed at the school. Specialised curriculum addresses physical, sensory, social, emotional, behavioral and intellectual needs of all students. Each student has an individualised learning plan.

Curriculum is delivered through a wide range of resources and facilities. Classrooms are stimulating and well equipped with an extensive range of educational equipment and communication aids. A hydrotherapy pool, spa room, gymnasium, student kitchen, and extensive bicycle track with a range of adapted bicycles, specialised therapy room and equipment and year round access to hydrotherapy facilities, enrich programs. Student health and safety is paramount and is constantly monitored through a grounds master plan that maintains a secure and stimulating outdoor environment, with challenging play equipment and shadeport sun protection. Grounds beautification, through the development of a sensory garden, has been a major priority at the school.

Teamwork and communication between staff and parents is a priority. Program Support Group Meetings, preparation and review of Individual Education Plans, a fortnightly newsletter and daily communication promote staff/parent cooperation and involvement. Program development and implementation is a team effort involving teachers, teacher assistants, parents, physiotherapists, occupational therapists, speech therapists and counsellors. Individual needs of students are met through a small pupil/teacher ratio and flexible staffing and grouping arrangements.

Several students are involved in integration programs in mainstream schools for varying time fractions. Cooperative planning and programming between both educational settings and continual review and support of student progress are essential elements of the success and extension of these programs.

As a recognised resource for special education, the school provides an information, consultancy and professional development base for teachers, parents, tertiary students and other people involved in the disability field.

This school is committed to respecting the dignity of the individual and providing students with disabilities with maximum opportunity to extend their intellectual, physical, social and emotional development in a safe, happy and positive environment.