Swifts Creek P-12 School is located in the high country of East Gippsland. The school caters for students from Prep through to Year 12, providing a caring and stimulating environment for every stage of a child’s learning journey. Students in P-6 attend Flagstaff campus, which caters for around 50 students. These students come from Swifts Creek, Ensay and the surrounding countryside. Students in Years 7-12 attend the Tambo campus, with a student population of around 80. An extensive school bus system brings these students from as far as Benambra and Dinner Plain. The school is also actively involved in Early Years education provision in the community.

The school offers a broad and engaging curriculum, enriched by a full range of the latest technological learning supports. We also incorporate use of our natural environment into students’ learning, with skiing and agricultural studies, for example, as part of our program. Students participate in a wide range of sports at interschool and even state level. Students and community members also enjoy the school’s gymnasium, squash courts and outdoor swimming pool.

We pride ourselves in developing our learning programs around the needs of our students and future students. Students are encouraged to take on challenges beyond the school gates. We have a strong belief in developing effective partnerships with various organisations to meet the needs of all students. These partnerships are both at the local and state level and require us to be flexible in looking at learning needs of 0-18 year olds.

Student aspirations are a key component of our work and we strive to assist in developing individual pathways for students and embed careers education into real life contexts throughout the curriculum from P-12. As students transition through their learning program there are significant milestones and key events that signify the stage of the journey they are at.

In later years curriculum provision is based around the subject choices of students and their future pathway plans. These are implemented through delivery of VCE, VET and VCAL. These options allow each student to choose the pathway which best suits their post-secondary aspirations.

For staff, the school has a culture of continuous improvement in the craft of teaching. Professional Learning Teams provide staff with the opportunity to develop individual professional learning plans. They are supported to develop in these areas with the assistance of their team and PLT leader. This process includes classroom observations and feedback. Other professional development is accessed through staff meetings, videoconferencing and travel for specialised learning.

The school strives to educate and care for each student as an individual while fostering a sense of community and an appreciation of the possibilities and challenges the future holds.

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

¿Traralgon South Primary School, the oldest established school in the district, is situated in a picturesque bushland setting an approximate 10-minute drive south of Traralgon. Originally, the school predominantly served the local farming community. Today, our school is comprised of families from the Traralgon South, Callignee, Koornalla and Hazelwood North areas, as well as a growing number from the Traralgon township.
 
In recent years, Traralgon South Primary School was largely rebuilt, resulting in modern and spacious facilities. Our school includes 6 classrooms, a well-equipped Library, an Art room, and a multi-purpose building used primarily for our Physical Education and Music programs. All classrooms are fitted with contemporary IT teaching facilities, heating and air conditioning. Externally, our school is set amongst beautifully landscaped gardens which complement the surrounding natural environment. Two playground areas equipped with safe and stimulating equipment are located on site, in addition to two basketball/netball courts, a playing field and numerous grassed open spaces. A sheltered area and courtyards equipped with tables and chairs provide further outdoor spaces for our children.
 
Complementing our facilities are an adjoining community hall, oval and tennis courts, each used regularly by students for a range of activities. The Traralgon South Pre-School sits adjacent to our school, supporting and contributing to our strong transition program between the pre-school and primary school environment.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

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

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

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

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

Grey Street Primary School is situated in the CBD of Traralgon approximately 160 kilometres east of Melbourne. It was established in 1912 and has strong ties with the local community, reflected in our motto – Working Together. Our values are centred around respect for self, others, learning and the planet and all our students and teachers understand the importance of incorporating these values into their everyday lives.

The school grounds include several main buildings with courtyards and two oval spaces. There are 23 classrooms and four specialist areas including a gymnasium, and a large kitchen specifically designed to support the school’s Stephanie Alexander kitchen garden program. Facilities also include an Out of Hours School Care (OHSC) room, a Learning Technologies centre and a Welfare hub that provides a breakfast club program every morning. The school has 530 enrolled students, 30 teachers, 12 ES staff, 5 administration staff and 2 welfare officers.

Our purpose is to empower resilient learners to think critically, actively problem solve, be respectful and positively contribute to their world. We do this by actively promoting student voice and agency, inquiry learning and by providing an approved curriculum framework differentiated to meet student needs. Our strategic plan centres around literacy, numeracy and Deep Learning. The school offers a Chinese language program through the Bendigo Senior Secondary College virtual learning centre, an instrumental music program and a camps program for Years 3–6. The school was a pilot school for Professional Learning Communities and continues to lead the work as a PLC Link school as well as a Respectful Relationships Lead School. We have strong connections within our local school network where we play a key role in developing education across the region and are well known for an outstanding relationship with the extended school and local community.

(a) Vision and values

Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.

(b) Teaching and Learning

Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.

(c) Improvement, Innovation and Change

Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.

(d) Management

Demonstrated capacity to ensure that the school’s human, physical and financial resources are efficiently allocated and managed.

(e) Development

Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.

(f) Engagement

Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.

The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.

At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.

The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.

The core accountabilities of all principals are to:

- ensure the delivery of a comprehensive education program to all students

- be executive officer of the school council.

- establish and manage financial systems in accordance with the Department and school council requirements.

- represent the Department in the school and the local community.

- implement decisions of the school council.

- contribute to system-wide activities, including policy and strategic planning and development.

- manage and integrate the resources available to the school.

- appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.

- report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

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

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

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

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

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

The South Gippsland Specialist School is committed to the provision of quality educational programs, teamwork, positive communication, respect for self and others and providing an inclusive environment for all. We work together to provide quality learning opportunities for students that assist them to reach their full potential academically, socially, emotionally and physically.

Our school encourages staff and students to take pride in themselves and their school, to have high expectations and to value learning.

Vision Statement

The South Gippsland Specialist School’s philosophy is to provide diverse and engaging programs that align with the Victorian Curriculum. We focus on developing life¿long learners by fostering student's talents. We recognize the importance of student welfare and ensure its integration into all aspects of the curriculum. Students are encouraged to develop positive community relationships in a safe learning environment that supports them to be contributing members of their community. Only when students are happy and secure can meaningful learning take place.

Our Values

The South Gippsland Specialist School operates within a strong framework of values and behaviours based on Respect, Learning, Safety, Inclusion and Teamwork.

All members of the school community will be treated with respect and dignity regardless of their sex, gender identity, socio economic status, cultural background, sexual preference.

Be Friendly Be Safe Be a Learner Be Respectful

Whole School Programs

South Gippsland Specialist School implements the following whole school programs:

School Wide Positive Behaviour Support

Stephanie Alexander Kitchen Garden Program

Engine Room (based on the Alert Program)

Mapbooks (specialized differentiated literacy and numeracy system)

Resource smart

Esmart

The school implements all aspects of the Victorian Curriculum and reports accordingly.

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

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

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

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

SC5 A commitment to professional learning and growth.

SC6 Demonstrated capacity to work with students who have an intellectual disability, Autsm and display challenging behaviours.

[Attendance requirement for this position]

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

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

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

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

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

- 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

Blackwood Centre for Adolescent Development

Location Profile:

Blackwood Centre for Adolescent Development is an early intervention program designed for students at risk. Blackwood is a co-educational setting for secondary students (levels 7 ? 10). Blackwood runs two semester length programs each year with approximately twenty students participating in each program. Students remain enrolled in their home college with the intention of returning to the college at the end of the program better equipped to cope with school, home and community.

Blackwood’s structure, curriculum and purpose have been designed to impact on risk factors and problem behaviours before they become established. The program also provides protective factors essential for the formulation of healthy beliefs and clear standards.

Blackwood is situated in a purpose built, well resourced, rural campus at Hallora, which is approximately 16 km from Drouin and Warragul. Blackwood is an annexe of Drouin Secondary College. Drouin Secondary College is the host college and oversees the operation of the BCAD program.

Blackwood has specially appointed staff and operates as an extension program for State Secondary Colleges predominantly in the West Gippsland area.

To support the student and the home college in the reengagement and maintenance of formal education, Blackwood aims to help students to:

i) Appreciate their potential;

ii) Regain their self-esteem;

iii) Rediscover their ability to learn;

iv) Motivate them to work toward future learning success both as individuals and as part of a team;

v) Develop competence and resilience in handling social situations with peers and adults;

vi) Develop skills in decision making, conflict resolution, negotiating and planning for short and long term goals.

We encourage and recommend all applicants to visit our unique site by contacting the Assistant Principal on 03 5627 5585

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

Please ensure that your application includes:

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

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

• 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

Lowanna is a vibrant and well-resourced Victorian Government 7-12 Secondary College with a student population of just less than one thousand. It is situated in a large, attractive setting adjacent to bushland in the township of Newborough. Lowanna College is the only secondary school in the Moe-Newborough community drawing enrolments from the local area and outlying rural townships.

Newborough is approximately 130 kilometres east of central Melbourne located in picturesque central Gippsland. The area is surrounded by rolling hills and is only an hour’s drive to the snowfields of Mt Baw Baw and the beaches of South Gippsland. The region offers a wide variety of sporting activities and facilities such as golf, basketball, soccer, mountain bike riding and water skiing.

The College staffing profile consists of:

• Principal
• Assistant Principals (3)
• Acting Assistant Principal (1)
• Leading Teachers (4)
• Learning Specialists (2)
• Business Manager
• Operations Manager
• 53.8 EFT teaching staff
• 22.4 EFT Education Support staff

The College is divided into three mini schools of between 300-400 students, Junior School – Years 7 & 8, Middle School -Years 9 &10 and Senior School – Years 11 & 12. Each is managed by a team consisting of a Leading Teacher, a Student Advocate, a Student Support Officer and an administrative assistant who, in conjunction with all staff, are focused on the education and wellbeing of every student.

The College boasts modern facilities set in a pleasant learning and teaching environment. The College has a large Auditorium, a 2-court Gymnasium, a Language Centre, a purpose built Year 12 Centre and an onsite Wellbeing Centre for reengaging students at risk and for those who have a range of personal issues.

Lowanna offers a wide and varied curriculum and access to a vast array of extra–curricular activities that enhance student learning and sets the College apart from other schools in the area. The curriculum includes a core program for Junior School students, a core and elective program for Middle School students and multiple options for Senior School students with VCE, VCAL and VETiS. Year 10 students are able to accelerate their learning by accessing the full range of VCE subjects in Year 10.

Students are provided with a stimulating and enriched learning environment where the Arts, Science, Technology, Physical Education and Food subjects are all key components in a student’s learning. Further intertwined with the academic subjects are Lowanna’s Sports Excellence Program, a newly developing Music Excellence Program, a growing International Program and a long standing Outdoor Education Program. Lowanna has been instrumental in assisting with the development of the Gippsland Technical College that provides all students from Lowanna other Latrobe Valley Schools with exposure to innovative resources and technology. Students at all year levels have access to this school.

As well as offering two languages, Italian and Indonesian, the college also has an established relationship with Melbourne University and the Confucius Classroom, hosting a Chinese teacher who works at Lowanna and local primary schools. Lowanna has strong ongoing partnerships with Monash University, Federation University and Federation Training. Students participate in a variety of programs from Year 7 to 12 that enable them to gain insights into numerous pathways.

The College has close links with the other secondary schools in the Latrobe Valley. In 2014, this group collectively established the Latrobe Valley Flexible Learning Option (LVFLO). The campus is designed to reengage students in their schooling and move back into the secondary school environment.

The entire Lowanna staff team work diligently to continue to improve outcomes for students and to maintain a strong sense of community within the College.

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Possess the technical knowledge and expertise relevant to the position.

SC4 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC5 Demonstrated commitment to professional learning and growth for both self and others.

No additional attendance is required for this position

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

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

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

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

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

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

• Assist Reception or Administration when there is a large number of phone calls or visitors, or the person is attending to a First Aid matter
  • Manage First Aid roster in absence of First Aid Officer
  • Initial back-up for First Aid
• Process charges to family accounts, maintain accounts and mail out on a regular basis.
• Process and manage CentrePay arrangement, Abstudy, and other parent entitlements.
• Processing Centrepay payments, BPAY and Compass Pay daily.
• Allocate CSEF funds to appropriate family accounts upon arrival, in addition to following up CSEF funds for new student enrolments
• Advise parents of options available to help manage their family accounts. In more difficult cases, advise the Business Manager and/or College Principal regarding family payment history for their discussion with the family.
• Manage facilities hire (eg. Gymnasium, auditorium) and invoice users on a monthly basis
• Assisting the Business Manager with generation of reports as required.
• Manage student details on CASES, including new enrolments & student exits.
• Maintain the Smart Records archiving system
• Coordinate Census, in consultation with Assistant Principal.
• Process CSEF application forms and enter onto the system.
• Process State Schools Relief (SSR) application forms as required.
• Make recess and lunchtime PA announcements.
• Prepares, checks and approves family financial SMS messages to be sent out via Compass monthly
• Reconcile and close the cash and EFT batches at the close of business each day, in readiness for banking.
• Manages all student data transfers and exiting students
• Transition and enrolment of new and exiting students
• End of Year roll over (Administration)
• Year 6-7 Transitions
  • School placement forms
  • Enrolment forms
  • Collating documentation
  • Liaising with Primary Schools
• Update student and family records on Cases as information arrives – processing legal documentation
• Oversee event calculation costs, setting up fees through Cases21 and adding them to students
• Maintain and audit the College key register – distribution of staff keys
• Printing of Daily bulletin for leave purposes
• Monitor Pending Exit students list (students not attending)
• Management of student files/scanning
• Organising and collating information for enrolment packs
• Banking preparation & delivery – Daily
• Processing uniforms on credit
• Other duties as directed by the Principal or Business Manager

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

CASES21 experience is not essential but will be highly regarded.

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

Warragul Primary School is located in the centre of the large provincial city of Warragul in West Gippsland. We value our history of education of thousands of students over approximately 140 years and have several historic buildings, a modern BER building with shared learning areas and extensive grounds. We are currently in the process of building a new ELC which is due to be completed in mid 2020. Warragul Primary School is a two campus school with an enrolment of approximately 180. The junior campus has approximately 80 students from Foundation to Year 2 and the senior campus has approximately 100 students from Year 3 to 6. The campuses are located across a roadway from each other and work together as a whole school with specialist facilities for Art, Music and Physical Education across both campuses and accessed by all students and teachers. The grounds feature large playing spaces, netball / basketball courts, play equipment sets and attractive garden areas.

Warragul Primary School has a whole school curriculum based on Victorian Curriculum and reflecting the particular values of our school community. We have a strong focus on providing a challenging and supportive learning environment through using assessment data and feedback to guide explicit teaching. All children are encouraged to achieve their best academically, socially/emotionally and to develop personal learning management skills. We encourage success and respect of the individual through our High Five Expectations: Be Safe, Be Fair, Think, Learn and Care which are used with all students in classrooms, programs, playgrounds by all staff.

Teachers participate in weekly Professional Learning Communities to support their planning and encourage development of teaching strategies. Support Staff work in teams based on their area of work i.e. Administration or Integration. Teachers also work in teams to implement and monitor the School Strategic Plan. The School Leadership team focuses on Strategic Plan implementation, overall school direction and works closely with the School Council.

Additional programs offered include: Mandarin (Chinese), Student Leadership, Junior School Council, Literacy Support, Swimming program, Instrumental Music Tuition, School Production, Kids Farmers Market, Out of School Hours Care, and Sporting Schools Program.

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 teach music to students in years F-6.

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

Ellinbank Primary School is a small rural school which was originally established in 1879. It is located in a scenic dairying area at the foot of the Strezelecki Ranges, 12 kilometres south of Warragul. Currently the school enrolment is 23 students. We have a full-time teaching Principal, two part-time classroom teachers, a teacher aide and a part-time Business Manager.

Ellinbank Primary School aims to promote integrity, lifelong learning and the attainment of excellence. The school provides a sequential, comprehensive curriculum which embodies the Victorian Curriculum and also our local initiatives of environmental science and permaculture. We aim to provide:

• a sequential curriculum program for all students P-6 in the key learning areas
• the development and acquisition of skills and knowledge
• the development of skills in co-operative and personal decision making and problem solving, and critical thinking
• to ensure the delivery of a teaching and learning program which is challenging and appropriate to the needs of all students
• to develop a positive, caring and safe learning environment

Ellinbank Primary School has a strong commitment to Literacy and Numeracy excellence. Our teaching and learning program is implemented by our highly professional teachers and support staff who work in collaboratively to provide a stimulating and challenging environment. We offer specialist programs in Kitchen/Garden, The Arts (Visual Art, Music, Drama), MARC Van (Mobile Library), Physical Education and Japanese. We also offer private instrumental lessons which occurs on a weekly basis.

Our four core values of C.A.R.E stand for Community, Achievement, Respect and Effort are reinforced across the school in all that we do and are complemented by the Restorative Practices program. We are proud of our strong family partnerships and encourage involvement from parents and community members in our programs.

The school facilities include 3 teaching classrooms, general office, separate Art/Craft facility, multi-purpose room and library. There is also a staff room which doubles as a kitchen. The attractive grounds include sealed playing areas which includes a three-quarter sized basketball court, outdoor volleyball court and bat-tennis court, a sports oval and environmental studies and permaculture garden. We have immediate access to community facilities adjacent to the school grounds, which include tennis courts, community hall and badminton courts. Recent upgrades have occurred with new playground equipment, toilets and library equipment and a sports/shelter shed.

An enthusiastic and dedicated parent community supports the school facilities and programs through working bees, reading, excursions, weekly lunch orders all-year round and swimming programs. Students in Years 3-6 have the opportunity to attend a variety of camps with the Mt.Worth cluster of schools while the P-2 students have a school sleep over.

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 Identify how you would support a student with severe behaviour, ensuring that they are engaged within a class and are able to achieve success.

This position requires the successful applicant to be available Mondays, Tuesdays, Thursdays and Fridays.

This position also requires the successful applicant to attend all school camps and excursions thoughout the school year.

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

Our client is a leader in the Education field and currently seeking a highly experienced Senior Administrator for a two month Role covering Leave. This role will suit someone located closer to the CBD area and will require prior experience in the education field.

This role will see you carry out a variety of task including and not limited to Database Management, Assisting the Deputy Principal, Diary Management and Organising an upcoming Formal event for the client. The role will begin on the 12^th of March and end on the 18^th of May, which will include a handover period.

Some of your key duties will include:

• Supporting Students within the College
• General Administrative Work
• Student Enquiries
• Updating Details in the Database and other systems
• Organising and Upcoming Formal Event
• Diary Management

Must Have:

• Working with Children Check
• Prior Education Industry
• Full availability for the duration
• Administrative Experience

The successful candidate will be rewarded with:

• On Site Parking
• Competitive Pay Rate
• Opportunity to work with a well renowned Education Provider
• Free Lunches!
• 9am to 5pm with an Hour lunch break, work day

If you feel you are the right person for the role and would like further information please call Keith on 0436 605 055 or alternatively apply for the role by hitting the “Apply Now” Button.

Guthridge Primary School is located in Sale, Gippsland and is approximately 220 km east of Melbourne. Enrolments in 2020 are around 385. Our Student Family Occupation and Education (SFOE) index of 0.5070. Our location adjacent to Sale College enables opportunities to share resources and to engage in cross-age tutoring and transition programs. The majority of our Grade 6s transition to Sale College. Our school has high expectations of all its students and aims to provide an opportunity for each of them to develop as learners, now and in the future. Both Parents’ Club and School Council provide strong support to the school.

Parents’ Club and our school community have been pivotal in fundraising to support our purchase of new classroom furniture, innovative playground equipment and the equipping of the Art and Music Spaces. We have superior facilities to support our Pre-Foundation to Grade 6 Physical Education classes. Our purpose built Fitness Centre accommodates a Perceptual Motor Program for Pre-Foundation to Grade 2 and all forms of ball and racquet sports. Our Pre-Foundation - Grade 6 Swimming Program operates in our own enclosed, heated swimming pool with qualified instructors. Our sporting facilities also include a synthetic sports field, complete with four lane running track and long jump pit, AFL field and outdoor basketball, netball and down ball courts for all ages.

Our school provides specialist activities that promote the individual child’s health, well-being and self-esteem. These include Instrumental Tuition (for Grade 4-6), Annual Grade 5/6 Student Musical Production, Pre-Foundation Developmental Year, Inter-School Sport, a comprehensive camping program at all levels from Grade 3 through to Grade 6 and a whole school F-6 Social Skills Program. A Student Wellbeing Officer is also available for additional support to students and families three days a week. A free Breakfast Club is provided on these mornings. Equity funding has enabled us to employ a school-based psychologist one day per week to support identified individual students at risk of disengagement.

Our Student Engagement and Wellbeing Team consists of a Student Engagement Teacher, Student Wellbeing Officer, School Psychologist and Defence School Mentor as well as Education Support Staff and Intervention and Extension teachers supporting students at point of need. Specialist classes are provided in Art, Science, LOTE: AUSLAN and Physical Education. Guthridge Primary has a well-established Program for Students with Disabilities with a philosophy of full integration in the classroom.

Guthridge Primary School is focused on continuous improvement and staff are supported to develop their professional practice, knowledge and skills in the development of robust planning and high impact teaching and learning. Our whole school staff are committed to a Challenging Learning journey with observations, coaching and feedback to focus on continuous improvement. Our staff are also focused on developing and embedding Growth Mindset, Language for Learning and Feedback though Student Voice and Agency across the school.

Student Leadership is actively promoted. Student Council consists of elected representatives from Grade 5 and 6. The Environment Team consists of an elected representative from each year level who works under the guidance of a classroom teacher and is responsible for the beautification of our grounds and gardens. All classes participate in House Captains are elected for our three sporting Houses. Music Captains are also elected to assist with school performances, eisteddfods and musical tours.

In 2020 there are 19 classes. Class structure can vary from year to year and is determined by student needs. It can be a mixture of straight or multi-age grades. Every effort is made to keep class numbers low, particularly in the F-2 levels. Currently we have a Pre-Foundation class, three Foundation classes, five Grade 1/2 classes, five Grade 3/4 classes and 5 Grade 5/6 classes.

 Our Core Values are embedded in the language of our school and underpin our teaching and learning.

• Show respect
• Have a go
• Keep trying.
• Bounce back
• Work as a team.
  BE YOUR BEST
  We have three behaviour expectations which encompass all of our school rules.

• Be Respectful

• Be Safe
• Be Responsible
  Guthridge Primary School is committed to promoting the safety, participation and empowerment of all children, including Aboriginal and Torres Strait Islander children, children from culturally and/or linguistically diverse backgrounds, vulnerable children and children with a disability.

SC1 Demonstrated knowledge of the Physical Education 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 Ability to provide a high quality Physical Education program F-6, co-ordinate all sporting events including cross country, athletics carnival, inter-school sporting competitions and represent the school on the District Sports committee.

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

APPLICANTS: Please include your name in the title of your attachment/s. If possible, please combine your cover letter, resume and application responses into one document.

Applications must include:

• A specific response to all the key selection criteria and position details.
• A CV including at least 3 names and mobile phone numbers of referees attached to document and uploaded to Recruitment Online

A school tour can be arranged. Please contact the school on 51443633

• 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

Guthridge Primary School is located in Sale, Gippsland and is approximately 220 km east of Melbourne. Enrolments in 2020 are around 385. Our Student Family Occupation and Education (SFOE) index of 0.5070. Our location adjacent to Sale College enables opportunities to share resources and to engage in cross-age tutoring and transition programs. The majority of our Grade 6s transition to Sale College. Our school has high expectations of all its students and aims to provide an opportunity for each of them to develop as learners, now and in the future. Both Parents’ Club and School Council provide strong support to the school.

Parents’ Club and our school community have been pivotal in fundraising to support our purchase of new classroom furniture, innovative playground equipment and the equipping of the Art and Music Spaces. We have superior facilities to support our Pre-Foundation to Grade 6 Physical Education classes. Our purpose built Fitness Centre accommodates a Perceptual Motor Program for Pre-Foundation to Grade 2 and all forms of ball and racquet sports. Our Pre-Foundation - Grade 6 Swimming Program operates in our own enclosed, heated swimming pool with qualified instructors. Our sporting facilities also include a synthetic sports field, complete with four lane running track and long jump pit, AFL field and outdoor basketball, netball and down ball courts for all ages.

Our school provides specialist activities that promote the individual child’s health, well-being and self-esteem. These include Instrumental Tuition (for Grade 4-6), Annual Grade 5/6 Student Musical Production, Pre-Foundation Developmental Year, Inter-School Sport, a comprehensive camping program at all levels from Grade 3 through to Grade 6 and a whole school F-6 Social Skills Program. A Student Wellbeing Officer is also available for additional support to students and families three days a week. A free Breakfast Club is provided on these mornings. Equity funding has enabled us to employ a school-based psychologist one day per week to support identified individual students at risk of disengagement.

Our Student Engagement and Wellbeing Team consists of a Student Engagement Teacher, Student Wellbeing Officer, School Psychologist and Defence School Mentor as well as Education Support Staff and Intervention and Extension teachers supporting students at point of need. Specialist classes are provided in Art, Science, LOTE: AUSLAN and Physical Education. Guthridge Primary has a well-established Program for Students with Disabilities with a philosophy of full integration in the classroom.

Guthridge Primary School is focused on continuous improvement and staff are supported to develop their professional practice, knowledge and skills in the development of robust planning and high impact teaching and learning. Our whole school staff are committed to a Challenging Learning journey with observations, coaching and feedback to focus on continuous improvement. Our staff are also focused on developing and embedding Growth Mindset, Language for Learning and Feedback though Student Voice and Agency across the school.

Student Leadership is actively promoted. Student Council consists of elected representatives from Grade 5 and 6. The Environment Team consists of an elected representative from each year level who works under the guidance of a classroom teacher and is responsible for the beautification of our grounds and gardens. All classes participate in House Captains are elected for our three sporting Houses. Music Captains are also elected to assist with school performances, eisteddfods and musical tours.

In 2020 there are 19 classes. Class structure can vary from year to year and is determined by student needs. It can be a mixture of straight or multi-age grades. Every effort is made to keep class numbers low, particularly in the F-2 levels. Currently we have a Pre-Foundation class, three Foundation classes, five Grade 1/2 classes, five Grade 3/4 classes and 5 Grade 5/6 classes.

 Our Core Values are embedded in the language of our school and underpin our teaching and learning.

• Show respect
• Have a go
• Keep trying.
• Bounce back
• Work as a team.
  BE YOUR BEST
   
  We have three behaviour expectations which encompass all of our school rules.

• Be Respectful

• Be Safe
• Be Responsible
   
  Guthridge Primary School is committed to promoting the safety, participation and empowerment of all children, including Aboriginal and Torres Strait Islander children, children from culturally and/or linguistically diverse backgrounds, vulnerable children and children with a disability.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

APPLICANTS: Please include your name in the title of your attachment/s. If possible, please combine your cover letter, resume and application responses into one document.

Applications must include:

• A specific response to all the key selection criteria and position details.
• A CV including at least 3 names and mobile phone numbers of referees attached to document and uploaded to Recruitment Online
  A school tour can be arranged. Please contact the school on 51443633

- 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.

4 Day Nanny Educator (11052)

Required Days: Monday, Tuesday, Thursday, Friday & Saturday
Required Times: 7:45 am - 4:45 pm

The role is 4 days per week with a child aged 3 years

This family would like: 4 week days per week (on 10 occasions each year, one of the days will be swapped to a Saturday)
Preferred daily routine Lots of nature play & exploration.
Nanny Day – all activities with the child, keeping play areas clean and tidy, meal, nap time- midday.

You must:
– Have or be working towards getting your Certificate in Early Childhood Education & Care or have a higher education
– Be an experienced child care worker with at least 3 professional references.
– Have WWCC, Police Check, CPR and Level 2 First Aid
– Have a car & driver’s licence
– Be willing to commit for at least 12 months
– Have the right to work in Australia (Applicants with 417 & 462 visas need not apply)

To apply, please call 03 9576 7000 or send your resume to hr@mlna.com.au
Or fill out an application online

About the business and the role

Home to tranquil lakes, pristine beaches and the rugged beauty of the high country, East Gippsland is a Victorian Gem. As a major employer in the region, East Gippsland Shire Council represents the needs of around 45,000 residents and over one million visitors annually across an area of 21,000 square kilometres. The region includes substantial areas of national and state parks, lakes, rivers and coastal wilderness areas and is home to Australia's largest navigable inland water system - the Gippsland Lakes.

Position overview

This is an ongoing part time (0.6EFT) position based at the Bairnsdale Aquatic and Recreation Centre.

What you will need to succeed

To be successful in this role you will have:

• Relevant Degree level qualification or Diploma of Children’s Services and relevant experience working with children.
• Current CPR and Level 2 First Aid - HLTAID004
• Well-developed verbal and written communication skills.
• Demonstrated commitment to excellence in customer service.
• A working knowledge of framework curriculums My Time our Place and Belonging, Being and Becoming.
• The ability to develop and implement a high-quality educational program that reflects the diverse nature of the Centre, local and wider community.
• A current “Employer” Working with Children Check and Police Check.
  

The successful applicant will be required to undertake a Working with Children Check, Pre-Employment Medical Check and current Police Check. Applicants for this position must be legally entitled to work in Australia.

Applications close at 11.59pm on 11 March 2020.

If this sounds like your next career move, please hit the “Apply for this job” button now.

For a confidential discussion, please contact Alanna Jones, Acting BARC Centre Coordinator on (03) 5153 9500.