• Hazelwood North Primary School is located in a rural environment in the Latrobe Valley approximately 160 kilometres from Melbourne. The school is located seven kilometres from Morwell and five kilometres from Churchill.
• The school has a Student Family Occupation and Education (SFOE) Index of 0.4171
• The school also has a low proportion of students from non English speaking backgrounds. Many of the families work in the power industry or as contractors servicing the power industry. The unemployment rate amongst parents is low.
• The current enrolment is 148 and anticipated 2020 enrolment of 155
• Approximately 80 students travel to school by bus, the rest travel by private car. Most students live in Hazelwood North. The school also draws students from Churchill, Morwell and Traralgon. Parents are choosing the school because of the positive playground and classroom behaviour, the excellent teachers, the educational programs and the programs for students with disabilities.
• The school has an enthusiastic and professional staff. In 2019 the staff comprises of the Principal, seven grade teachers, three specialist areas and three support staff.

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

Churchill Primary School (CPS) is situated in the heart of Latrobe Valley and is located 160kms east of Melbourne. The school was established in 1967 to accommodate the large number of families coming to and working in the local power stations. The school has a current enrolment of 171 students. In 2019 our school has 30 staff members: 1 principal class, 1 Learning Specialist, 1 Wellbeing & Engagement leader, 8 classroom teachers, 4 specialist teachers, 9 classroom based Education Support (ES) staff, 1 intervention ES, 2 trainees, a primary welfare officer and two administration ES staff.

During 2019 the school structure is comprised of eight classes. Our 5/6 team comprises two 5/6 grades, our 3/4/5 team includes two grade 3/ 4 classes and one grade 4/5 class. In foundation to grade 2 our classes are two F/1 grades and one grade 2. Each team is led by a PLC leader. Integrated studies is taught as a specialist area and combines the areas of art and ICT into their studies. Music is a specialist area in the F/1/2 team. A Chinese language program is delivered across all grade levels. We have been able to add some powerful learning opportunities for our students through this program.

The majority of students are from the local neighbourhood. The school population can fluctuate due to the transient nature of parts of the community. The school has a SFO ratio of 0.78. Approximately two thirds of families are eligible for the Camps, Sports and Excursion fund.

Our school grounds are spacious and benefited from a recent infrastructure grant, with works completed at the beginning of 2018. These works saw the establishment of a new synthetic basketball court, landscaped of gardens, new asphalt area for ball games and the relocation and expansion of the staff car park.

All classrooms are fitted with interactive whiteboards and we have a well-resourced provision for netbooks, together with three full class sets of iPads. Our ICT room provides desktop computers for a full grade.

During 2019 staff participated the Professional Learning Community training. PLC leaders are leading the learning in reading in their teams. Our PLC development is led by a learning specialist who is leading their learning in the implementation of the inquiry cycle. A strong focus on data is evident throughout the PLC process. Teachers are developing their understanding of how to plan for students using data effectively, developing formative and summative assessments to track the effectiveness of their teaching and intervene when the data indicates.

Our reading model is based on “The Top 6” key components of reading instruction which aims to improve literacy levels by ensuring all students receive effective, evidence based reading instruction. At CPS teachers explicitly teach phonemic awareness, phonics, fluency, vocabulary and comprehension. Synthetic phonics using Jolly Phonics and Multi-Sensory Language is implemented school wide and staff have been trained in this approach. Our Reading Intervention Team is led by our Intervention leader who collaborates closely with our reading intervention teacher, who delivers targeted phonics and comprehension intervention alongside educational support staff who implement MiniLit. With our strong commitment to oral language and its link to literacy, the school employs a Speech Pathologist one day per week to provide one on one intensive speech articulation therapy as well as a Speech Therapy in Schools program focused on building student’s oral language skills.

Explicit direct instruction is the schools instructional model and teachers incorporates the use of High Impact Teaching strategies to enhance student’s engagement, outcomes and voice. Walkthroughs are undertaken to guide adult learning and ensure there is a consistent approach across the school.

Our core value statement: Respectful Positive Learners underpin all that we do. We celebrate the efforts of our students, their passions and their achievements and recognize that students bring different knowledge and life experiences to new learning. We strive to develop socially responsible individuals and foster a community of life-learners. CPS is one of a number of Berry Street Education Model schools which supports all students to feel safe, valued and be ready to learn.

CPS is also a School Wide Positive Behaviour Support school committed to using systems, data and evidence based practices to improve outcomes and establish a positive school culture for all students. We continue to maintain and strengthen the focus on engagement for student learning to create an environment that students feel connected to and have a sense of belonging.

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

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

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

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

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

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

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

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

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

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

Core responsibilities include:

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

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

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

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

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

Additional responsibilities may include but are not limited to:

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

- Contributing to a range of co-curricular programs

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

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

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

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

• 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, the Latrobe Valley’s largest town, and is located 160kms east of Melbourne. It was established in 1912 and holds a long tradition of excellent education. The current enrolment is 555, with 24 classrooms and 4 specialist areas. Digital technology is deeply embedded in all classrooms to leverage and transform student learning to meet the requirements of the 21st Century. Digital literacy, communication, collaboration and safety is a necessity for both teachers and students in our school. We are trialling an innovative Virtual Languages (Chinese) program where teachers from Bendigo Secondary School teach Chinese to our Years Three and Four students through the use of interactive video conferencing and support materials.
Grey Street Primary School is a leading school in Professional Learning Community (PLC) work and is one of four PLC Link schools in the South East Victoria Region. Our teachers work, plan and assess together in highly reflective teams. We use student data to enable us to target student learning needs and as teams, continually monitor the effectiveness of our teaching.
We embrace the following statement as our ethos for learning- We are all learners and learn in different ways. We value and reflect on our learning and know that the cycle of inquiry and learning is continuous. At Grey Street Primary School we take collective ownership for all student learning. We work with students to develop student agency through the development of learning goals and proficiency scales. Student voice is evident through the many leadership opportunities offered such as School and House Captains, Junior School Council, The Green Team and Cyber Safety Team. We build strong links with the community through student leadership programs such as Broadening Horizons.
We have a strong garden and sustainability focus also with accreditation as a Stephanie Alexander Kitchen Garden school.
Our wellbeing approach is a learning community approach with teams of people working together to ensure all students are supported in their learning journey. Our parent support is a strength being shown in many ways through teams of people working together for the benefit of our students. Our school offers Out of School Hours Care as a community facility.
Our vision is ‘WORKING TOGETHER’
Our purpose is to empower learners for individual excellence, community contribution and global understanding. Therefore we value respect for self, others, learning and the planet.

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

Grey Street Primary School is situated in the CBD of Traralgon, the Latrobe Valley’s largest town, and is located 160kms east of Melbourne. It was established in 1912 and holds a long tradition of excellent education. The current enrolment is 555, with 24 classrooms and 4 specialist areas. Digital technology is deeply embedded in all classrooms to leverage and transform student learning to meet the requirements of the 21st Century. Digital literacy, communication, collaboration and safety is a necessity for both teachers and students in our school. We are trialling an innovative Virtual Languages (Chinese) program where teachers from Bendigo Secondary School teach Chinese to our Years Three and Four students through the use of interactive video conferencing and support materials.
Grey Street Primary School is a leading school in Professional Learning Community (PLC) work and is one of four PLC Link schools in the South East Victoria Region. Our teachers work, plan and assess together in highly reflective teams. We use student data to enable us to target student learning needs and as teams, continually monitor the effectiveness of our teaching.
We embrace the following statement as our ethos for learning- We are all learners and learn in different ways. We value and reflect on our learning and know that the cycle of inquiry and learning is continuous. At Grey Street Primary School we take collective ownership for all student learning. We work with students to develop student agency through the development of learning goals and proficiency scales. Student voice is evident through the many leadership opportunities offered such as School and House Captains, Junior School Council, The Green Team and Cyber Safety Team. We build strong links with the community through student leadership programs such as Broadening Horizons.
We have a strong garden and sustainability focus also with accreditation as a Stephanie Alexander Kitchen Garden school.
Our wellbeing approach is a learning community approach with teams of people working together to ensure all students are supported in their learning journey. Our parent support is a strength being shown in many ways through teams of people working together for the benefit of our students. Our school offers Out of School Hours Care as a community facility.
Our vision is ‘WORKING TOGETHER’
Our purpose is to empower learners for individual excellence, community contribution and global understanding. Therefore we value respect for self, others, learning and the planet.

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

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

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

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

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

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

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

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

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

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

Core responsibilities include:

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

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

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

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

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

Additional responsibilities may include but are not limited to:

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

- Contributing to a range of co-curricular programs

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

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

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

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

• 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

• Hazelwood North Primary School is located in a rural environment in the Latrobe Valley approximately 160 kilometres from Melbourne. The school is located seven kilometres from Morwell and five kilometres from Churchill.
• The school has a Student Family Occupation and Education (SFOE) Index of 0.4234
• The school also has a low proportion of students from non English speaking backgrounds. Many of the families work in the power industry or as contractors servicing the power industry. The unemployment rate amongst parents is low.
• The current enrolment is 148 and anticipated 2020 enrolment of 155
• Approximately 80 students travel to school by bus, the rest travel by private car. Most students live in Hazelwood North. The school also draws students from Churchill, Morwell and Traralgon. Parents are choosing the school because of the positive playground and classroom behaviour, the excellent teachers, the educational programs and the programs for students with disabilities.
• The school has an enthusiastic and professional staff. In 2019 the staff comprises of the Principal, seven grade teachers, three specialist areas and three support staff.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 books/uniforms on credit

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bairnsdale West Primary School is a vibrant school community with a staff committed to meeting the needs of all students. The school continues to provide a wide range of programs in the areas of consolidation, intervention and extension. The staff at Bairnsdale West are committed to the school motto of “a caring, learning, community” and the Beliefs and Values of our school.

The following beliefs and values are based on the commitment that students will be the primary consideration in all decision making.

Respect

• Recognising and valuing the opinions of others
• Recognising and valuing the diverse talents and abilities of all individuals
• Acknowledging the effort and achievements of others
• Encouraging a positive presentation and image of the school

  Honesty

• Being truthful to ourselves and others
• Reflecting on our own values and opinions regularly
• Taking personal responsibility for words and actions
• Giving and accepting honest feedback to assist development

  Inclusiveness

• Encouraging and providing opportunities for all to participate in the school community
• Recognising and utilising everybody’s abilities and contributions
• Supporting minorities by making decisions empathetically
• Understanding where others “come from” so there is less judgement

  Effective Communication

• Communicating is the responsibility of everyone

• Speaking to relevant people
• Listening to direct and indirect messages
• Strategically applying the timing and the delivery of interactions

  Enjoyment and Humour

• Having the ability to laugh at yourself
• Having the ability to laugh with others respectfully
• Having fun
• Developing an approach to education that values humour

  Teamwork and Co-operation

• Working together to achieve common goals
• Recognising and valuing the abilities and contributions of team members
• Accepting and supporting group decisions

SC1 Demonstrated understanding of Teaching and Learning that are linked to Assessment and Reporting.

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 understanding and implementation of values in education and an awareness and appreciation of the values of Bairnsdale West Primary School.

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

• 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

Bairnsdale West Primary School is a vibrant school community with a staff committed to meeting the needs of all students. The school continues to provide a wide range of programs in the areas of consolidation, intervention and extension. The staff at Bairnsdale West are committed to the school motto of “a caring, learning, community” and the Beliefs and Values of our school.

The following beliefs and values are based on the commitment that students will be the primary consideration in all decision making.

Respect

• Recognising and valuing the opinions of others
• Recognising and valuing the diverse talents and abilities of all individuals
• Acknowledging the effort and achievements of others
• Encouraging a positive presentation and image of the school

  Honesty

• Being truthful to ourselves and others
• Reflecting on our own values and opinions regularly
• Taking personal responsibility for words and actions
• Giving and accepting honest feedback to assist development

  Inclusiveness

• Encouraging and providing opportunities for all to participate in the school community
• Recognising and utilising everybody’s abilities and contributions
• Supporting minorities by making decisions empathetically
• Understanding where others “come from” so there is less judgement

  Effective Communication

• Communicating is the responsibility of everyone

• Speaking to relevant people
• Listening to direct and indirect messages
• Strategically applying the timing and the delivery of interactions

  Enjoyment and Humour

• Having the ability to laugh at yourself
• Having the ability to laugh with others respectfully
• Having fun
• Developing an approach to education that values humour

  Teamwork and Co-operation

• Working together to achieve common goals
• Recognising and valuing the abilities and contributions of team members
• Accepting and supporting group decisions

SC1 Demonstrated understanding of Teaching and Learning that are linked to Assessment and Reporting.

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

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

SC 6 Demonstrated understanding of the importance of values in education and an awareness and appreciation of the values of Bairnsdale West Primary School.

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

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

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

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

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

Core responsibilities include:

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

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

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

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

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

Additional responsibilities may include but are not limited to:

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

- Contributing to a range of co-curricular programs

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

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

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

• 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

Lakes Entrance Secondary College is the sole secondary school provider in Lakes Entrance. As such, it occupies a prominent and significant role in the town and is a focus of community and educational connections. The College has 310 students drawn from the Primary schools of Swan Reach, Nungurner, Lakes Entrance, Toorloo Arm, Metung and Nowa Nowa. The College serves the needs of a diverse population, where the economy of the town is based upon the fishing industry, and a variety of services and trades, agriculture and tourism. The location is a superb combination of ocean and forest, with a mild and temperate climate year round, abundant opportunities for exploring, hiking, trail riding, surfing, walking and with proximity to the ski fields. Restaurants and cafes abound and the area is growing in recognition for its infrastructure development, reasonably priced housing and growth potential. Roads in and out are excellent and the atmosphere is welcoming and inclusive. The College is proud to reap the benefits of all of these desirable factors. Working at Lakes Entrance Secondary College brings with it abundant life style and professional potential.

The aim of the College is to prepare students for life as active, happy, curious and engaged citizens. Teachers work to provide an understanding of opportunity and possibility, where diverse skills are valued and aspirations are carefully nurtured. Our College values are ‘Caring, Trying, Helping and Achieving.’ The College curriculum is designed to develop the academic, social and personal skills of each student. There is a strong focus on respectful relationships, historical and geographical understanding and reaching full potential. There is a strong wellbeing perspective, programs to support good decision making and impactful career advice. Our links to all aspects of the Lakes community run deep and enable a well- structured pathway for the aspirations of all of our students.

The Years 7 to 9 curriculum at the College develops a common set of knowledge and skills and has been designed to meet the diverse educational needs of all of our students and to provide them with stimulating and valuable learning experiences both within the classroom and through extra-curricular activities. We offer a stimulating Camps program at each year level, a robust Sports program and celebrate many outstanding achievements of our students, both academic and personal. We offer a small number of electives at Year 9 and 10 that build towards a focused VCE / VCAL / VET program. The curriculum has been mapped against the skills and knowledge each student will need as they move into the later years of schooling and ultimately further education and employment. There are programs to support all abilities and, the virtue of a relatively small school means that we know our students well and can facilitate the strongest possible outcomes for them and their families.

The College is led by a Principal, Assistant Principal, 2 Specialist Teachers and 3 Leading Teachers with a staff of 26 teachers and 14 Educational Support Staff. The focus on student well-being, safety and resilience resides with a team of coordinators led by a leading teacher and supported by a Student Welfare Coordinator and School Nurse.

The College’s teaching and learning focus is guided by current research and evidence based pedagogy, which involves a diagnosis of learning needs, and effective interventions to enable consistent growth for each student. All teaching staff learn together, and apply themselves to ongoing professional learning.

The College is a strong nexus between our community, the students and parents and the wider world of opportunity and further education. Strong teaching and learning underpins all of our endeavours and the drive towards continual improvement lends a dynamism to the workplace.

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

Generalist teachers are encouraged to apply.

Advice for Applicants

Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:

• A specific response to all of the Key Selection Criteria and position details. It is suggested that applicants limit their response to not more than 7 pages
• A Cover Letter introducing yourself and providing your name, record number (if currently employed by DET), home address, telephone numbers (home, work and mobile) and the vacancy number of the position.
• A summary of experience and qualifications.
• The names and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.

The Selection Process will involve at least the following steps:

1. Receipt of application by closing date
2. Shortlisting of applications
3. Interview process
4. Referee checks (these may occur prior and/or after the interviews)

Note: the panel reserves the right to contact others outside of the list of referees provided by the applicant.

On making a decision to appoint, a job offer will be made to the successful applicant.

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

• 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

Bairnsdale West Primary School is a vibrant school community with a staff committed to meeting the needs of all students. The school continues to provide a wide range of programs in the areas of consolidation, intervention and extension. The staff at Bairnsdale West are committed to the school motto of “a caring, learning, community” and the Beliefs and Values of our school.

The following beliefs and values are based on the commitment that students will be the primary consideration in all decision making.

Respect

• Recognising and valuing the opinions of others
• Recognising and valuing the diverse talents and abilities of all individuals
• Acknowledging the effort and achievements of others
• Encouraging a positive presentation and image of the school

  Honesty

• Being truthful to ourselves and others
• Reflecting on our own values and opinions regularly
• Taking personal responsibility for words and actions
• Giving and accepting honest feedback to assist development

  Inclusiveness

• Encouraging and providing opportunities for all to participate in the school community
• Recognising and utilising everybody’s abilities and contributions
• Supporting minorities by making decisions empathetically
• Understanding where others “come from” so there is less judgement

  Effective Communication

• Communicating is the responsibility of everyone

• Speaking to relevant people
• Listening to direct and indirect messages
• Strategically applying the timing and the delivery of interactions

  Enjoyment and Humour

• Having the ability to laugh at yourself
• Having the ability to laugh with others respectfully
• Having fun
• Developing an approach to education that values humour

  Teamwork and Co-operation

• Working together to achieve common goals
• Recognising and valuing the abilities and contributions of team members
• Accepting and supporting group decisions

SC1 Demonstrated high level understanding and implementation of student learning strategies at class and school level that are linked to ongoing Assessment and Reporting.
 
SC2 Demonstrated skills and capacity to support the development of colleagues in improved Teaching and Learning.

SC3 Demonstrated ability and implementation of the use of students data to support teaching at the individual, class and school level.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.

SC5 Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.

SC 6 Demonstrated understandings of the values of our school and a commitment to cultural diversity and personal growth.

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

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

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

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

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

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

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

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

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

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

- Teaching demonstration lessons;

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

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

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

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

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

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

- Developing and managing the school code of conduct.

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

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

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

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

• 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

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

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

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

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

For staff additional values include:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

For staff additional values include:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

Other responsibilities of this position may include:

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

- Teach VCE classes as timetabled

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

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

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

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

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

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

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

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

Education at Koo Wee Rup PS strives to engage learning and expand minds, essential for preparing our students for the future. The KWRPS motto of ‘Together We Learn’ has provided a catalyst for communicating our vision that learning is ongoing and a lifelong experience for students, teachers, parents and the wider community.

Koo Wee Rup Primary School has a population of 315 students. It is set in the township of Koo We Rup in the Shire of Cardinia, just 20 minutes from Pakenham and Cranbourne, and 75 km south east of Melbourne. Our buildings are newly established with flexible furniture capabilities and we have extensive outside play spaces.

Applicants should be aware that Koo Wee Rup PS values a collaborative teaching and learning culture where student needs are the focus. Individually and collectively, teachers contribute to the creation of a school of excellence and make a positive and constructive difference to our students. Teams plan quality teaching and learning programs, based on student need, that cater for personalised learning. Our students take ownership of their own learning as they set and monitor their learning goals.

Our school provides a nurturing environment where safety and well-being are high priorities and where relationships are valued. We have a whole school approach to Behaviour Management based on the promotion of respectful relationships between students, teachers and our parent community. Community partnerships are strong with connections to agencies that support the opportunities for learning at our school. We operate Playgroup in partnership with Chisholm Institute. We are located next to Koo Wee Rup Secondary College and enjoy strong links through the Musical Instrumental Program.

As a small school we have four values that guide our learning focus;

Learning - forever questioning and curious, learning together

Respect - valuing the rights of others, a sense of belonging and commitment

Responsibility - high expectations of self and others, shared vision to achieve success

Resilience - building personal wellbeing and strength

SC1The capacity to contribute to a Professional Learning Community that works collaboratively and interdependently to significantly improve the outcomes of all students.

SC2 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.

SC3 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.

SC4 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.

SC5 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.

SC6 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

Education at Koo Wee Rup PS strives to engage learning and expand minds, essential for preparing our students for the future. The KWRPS motto of ‘Together We Learn’ has provided a catalyst for communicating our vision that learning is ongoing and a lifelong experience for students, teachers, parents and the wider community.

Koo Wee Rup Primary School has a population of 315 students. It is set in the township of Koo We Rup in the Shire of Cardinia, just 20 minutes from Pakenham and Cranbourne, and 75 km south east of Melbourne. Our buildings are newly established with flexible furniture capabilities and we have extensive outside play spaces.

Applicants should be aware that Koo Wee Rup PS values a collaborative teaching and learning culture where student needs are the focus. Individually and collectively, teachers contribute to the creation of a school of excellence and make a positive and constructive difference to our students. Teams plan quality teaching and learning programs, based on student need, that cater for personalised learning. Our students take ownership of their own learning as they set and monitor their learning goals.

Our school provides a nurturing environment where safety and well-being are high priorities and where relationships are valued. We have a whole school approach to Behaviour Management based on the promotion of respectful relationships between students, teachers and our parent community. Community partnerships are strong with connections to agencies that support the opportunities for learning at our school. We operate Playgroup in partnership with Chisholm Institute. We are located next to Koo Wee Rup Secondary College and enjoy strong links through the Musical Instrumental Program.

As a small school we have four values that guide our learning focus;

Learning - forever questioning and curious, learning together

Respect - valuing the rights of others, a sense of belonging and commitment

Responsibility - high expectations of self and others, shared vision to achieve success

Resilience - building personal wellbeing and strength

SC1 The capacity to contribute to a Professional Learning Community that works collaboratively and interdependently to significantly improve the outcomes of all students.

SC2 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.

SC3 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.

SC4 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.

SC5 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.

SC6 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 primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

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

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

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

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

Core responsibilities include:

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

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

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

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

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

Additional responsibilities may include but are not limited to:

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

- Contributing to a range of co-curricular programs

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

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

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

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

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

We are currently seeking applications from Registered and Enrolled Nurses who would like a change from shift work, have no parking problems, and ability to pass on their experience and knowledge about aged care to students. Students are studying Certificate III Aged Care and Diploma of Nursing.

To apply for this position you must have recent experience working in aged care so you can provide the most relevant and up to date teachings to your students.

There are two positions available, both located in beautiful Gippsland. One position is 4 days a week and the other full time. If you have ever wondered what it would be like to live and work in Gippsland this could be just the opportunity. Gippsland has great cafes and restaurants, private and public schools, outdoor and sporting life, cost of living and much more. In fact, it has everything a metropolitan area has to offer but in a more community atmosphere and less traffic to contend with.

The Position

This position requires the following:

• Teach students of Certificate III Aged Care/Allied Health and Diploma of Nursing
• Provide in class theory and practical laboratory lessons to students - there are placement coordinators who manage the off site practical placements
• Assess assignments and practical work
• Prepare course content and assignments
• Related administration in line with the role and to meet compliance requirements
• Hours are 8.30am to 4.30pm

So if you are….

• Currently registered with Nursing and Midwifery Board of Australia/ AHPRA
• Have the right to work in Australia and do not require sponsorship
• Hold a current Working with Children Check
• Hold a current Certificate IV or above in Training and Assessment (TAE40116) or equivalent
• Would like to experience the work life balance Gippsland has to offer

then APPLY NOW or for any enquiries, please contact DFP Gippsland or Sally Rowe-Walser to discuss:

Email srowewalser@dfp.com.au Phone 03 5192 3104

By submitting an application you agree to our Privacy and Information Collection Policy located at www.dfp.com.au

PROFILE

Located in the Inner Gippsland Area of DET’s South East Victoria Region, Wonthaggi Secondary College is a Year 7-12 dual campus school of around 1390 students. The Dudley Campus (Years 7 to 9) and the McKenzie Street Campus (Years 10 to 12) are situated three kilometres apart.

The College draws its students from nine feeder schools located in the Bass Coast Shire. The Shire encompasses a large rural and coastal area centred around Wonthaggi, Inverloch, Grantville/Corinella, Coronet Bay and Phillip Island. Over half of the student population travel to the school by bus. There is one major private school in the area and no other Government secondary schools.

Wonthaggi was a coal-mining town but is now the busy hub of a thriving tourist area. The College is located in the rapidly growing Bass Coast Shire.

The current staffing levels comprise approximately 120 teachers and 50 non-teaching staff.

Wonthaggi Secondary College recognises that students have different needs, abilities, interests and ambitions and that its students are drawn from a wide range of socio-economic backgrounds. These differences are catered for through the development of a comprehensive curriculum that extends and challenges students to realize their full potential. Sequential courses of study are provided for Years 7 to 10 in each of the Key Learning Areas. This is achieved using core units at Year 7 and a mixture of core and elective subjects at Years 8, 9 and 10. With a large Year 11 and Year 12 student population, the College is able to offer a broad range of Victorian Certificate of Education (VCE) units and has a strong commitment to Vocational Education and Training (VET) programs. A successful Victorian Certificate of Applied Learning (VCAL) program operates, as well as an off-campus Community VCAL program. Additionally there is an Outreach program that supports approximately 15 students each year who have extreme mental health conditions that place them “at risk” of non-participation. We also work with the two Wonthaggi primary schools to supply an intervention/transition program for chronically absent students in Years 5 to 9 (FLO Wonthaggi). In 2019 we introduced a Pre-CAL program to accommodate a small number of ‘at-risk’ students in Years 9 and 10.

The College continues to develop its enrichment and consolidation programs. Students in Years 10 and 11 have the opportunity to accelerate through the VCE by taking higher-level units than is the norm for their age cohort. A very successful select entry (SEAL) program operates on the Dudley Campus.

College staff conduct a range of quality curriculum and co-curricular programs across both campuses. The College has a tradition of student participation and success in the Performing Arts. The College is a member school of the South Gippsland Schools Music Program and currently has around 100 students involved in the program. Wonthaggi Secondary College regularly enjoys sporting success at local, state and national levels. An ADVANCE program (based on surf lifesaving) also operates in the College.

Participation in Human Powered Vehicle events is also an established part of the College’s co-curricular program. An annual Human Powered Vehicle Grand Prix is a major feature of the local community calendar.

The College is committed to the welfare of its students. To this end, a Student Welfare Coordinator is attached to each campus, along with Careers counselling available at both the McBride and Dudley campus. The staff at Wonthaggi Secondary College are dedicated professional educators who place importance on quality teaching and professional development. The College provides a caring, supportive environment whilst also encouraging teamwork, leadership and a sense of belonging. Students are encouraged to develop leadership skills through the Peer Support Program, the Student Representative Council and as elected student leaders.

Extensive recreational, sporting and educational facilities are available. These include a gymnasium (2 at the Dudley campus), library, canteen, computer centres, theatrette/drama room, courts and oval or playing fields at each campus. The College also enjoys access to extensive community recreational facilities, local beaches and coastal reserves.

The extensive grounds and buildings are well maintained and attractive. The College continues to focus on upgrading facilities and grounds.

In 2018, the College, with the support of the Victorian School Building Authority, saw construction commence on its new Senior Campus in McKenzie Street (Wonthaggi). This project also includes an extended three-court highball facility with extensive community facilities. The community facility is coordinated with our key partner, the Bass Coast Shire.

In 2019, the Minister for Education also announced the establishment of an additional junior Campus of our College in San Remo. This is anticipated to open in 2022.

PHILOSOPHY

We believe all students can learn and that all students can be successful.
We believe that individual well-being stems from a sense of accomplishment and belonging.
We believe there are different forms of success.

MISSION

Wonthaggi Secondary College seeks to create a challenging learning environment that encourages high expectations for success through instruction that caters for individual differences and learning styles. Creativity and care are pillars of our learning environment.

VISION

Achieving success in a caring and creative environment.

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

Classroom teacher consisting of Pathways, Transition and Integrated Learning within the Flexible Learning Options Wonthaggi (FLOW).

The FLO Wonthaggi educational program is a gateway for students who have disengaged from mainstream educational options. It is targeted at students from Years 5 to 9 level who are rarely or no longer attending a mainstream educational setting in Wonthaggi. The aim of the program is to strengthen the continuum of quality flexible learning options for young people in the Wonthaggi community and to develop pathways for these young people to be supported through a transition process back into a mainstream level.

This initiative is governed by a group incorporating representatives from DE&T, Bass Coast Health, Wonthaggi Secondary College, Wonthaggi North Primary School, Wonthaggi Primary School and the Bass Coast Specialist School.

Any prospective applicant for this position is required to contact Wonthaggi Secondary College Dudley Campus Principal, Ross Bramley, on 0427 131 028.

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 175. The junior campus has approximately 70 students from Foundation to Year 2 and the senior campus has approximately 105 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.

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

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

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

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

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

Core responsibilities include:

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

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

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

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

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

Additional responsibilities may include but are not limited to:

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

- Contributing to a range of co-curricular programs

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

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

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

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

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