Euroa Secondary College is the only state secondary school in the Shire of Strathbogie, located 90 minutes north of Melbourne on the Hume Highway. Our SFO (Student Family Occupation index) is 0.6657.

Our students attend the college from a radius of 60km with the support of eight school buses of which two are privately operated. In 2018 the college has 342 students with 52 staff that includes 36 teaching staff and 16 education support. Every student, staff member and family is valued as an individual at the college. Every community member has a role to play and the College believes strongly in the connection between school, family and community.

The College’s mission statement is “A united community where everybody has responsibility in preparing youth for their future”. The College core values are Challenge, Empowerment, Resilience and Respect. Studies such as Music, Languages other than English (Japanese), VET, VCE and VCAL are taught along with traditional subjects at years 7 to 10. A wide variety of extra-curricular programs are provided for students. Intervention programs operate in Literacy in years 7-9.

Classes are set in English and Mathematics, supporting and extending individual skills. Students in Year 9 participate in “The Year with a Difference” program. The Year 10 program provides students with numerous elective choices so they the opportunity to commence VET studies and have a solid foundation for Year 11 and 12. Students in years 10-12 have the opportunity to accelerate their studies to suit their talents and pathways to life beyond school.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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

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

Kyabram P-12 College is an exciting new Prep -12 College which offers children a seamless journey from the start of their schooling experience to the completion of their secondary education.

Our College aims to enable all students to approach their futures with spirit and confidence. We teach and encourage every student to:

* Be respected and respectful as an individual

* Be tolerant and to nurture individual diversity

* Make the most of their opportunities to learn in an innovative, challenging and inspiring education environment

* Demonstrate a high degree of personal responsibility and accountability

Our positive relationships are important to the College with emphasis being placed on the College values of Respect, Responsibility, Resilience, Doing Your Best and Community. Student relationships are enhanced through our positive behaviour support initiatives which include Home Groups at Years 7-12 and the establishment of a School Wide Positive Behaviour Support Program for Engagement and Learning.

We take great pride in delivering exciting, diverse and innovative student programs and have established a strong identity and tradition in fulfilling lifelong learning. Subsequently, the College offers a wide range of subjects at VCE and has an established VCAL program. The College also offers students an extensive range of VET subjects which can be accessed from Year 10.

Our motto `Excellence through Opportunity' underpins our philosophy of providing every student with opportunities to demonstrate their talents. We have a strong student leadership program and extra curricula programs that develop student connectedness to the College. Our staff participates in regular professional learning to enable students to learn using modern teaching practices and sophisticated digital technologies to promote twenty-first century learning.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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

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

Advice to Applicants

Written Applications

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 no more than 1 page (size 11) per criterion.
• The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.

Please note: The selection panel may contact referees other than those listed.

Benalla P-12 College

Benalla P-12 College is located in the Rural City of Benalla which is ideally located close to the Victorian snowfields and the major centres of Wangaratta and Shepparton. The town is surrounded by quality wineries, and Melbourne is easily reached in two hours along the Hume Freeway. The Melbourne to Wodonga railway line also runs through the city.

Benalla P-12 College was established in January 2013 as a result of the merger of all four government schools in Benalla. The College has a student population of approx. 910. We provide a vibrant teaching and stimulating learning environment that commences with Grade Prep and continues through the secondary years to VCE.

Our Campus structure for 2019 will be:

Avon Campus (P-4)
Waller Campus (P-4)
Faithfull / Clarke Campus (5-12)

As a developing school we are continuing to refine and enhance our programs to address the three key stages of learning. The two P to 4 Campuses meet regularly to plan a rigorous and targeted Early Years program that addresses the foundations of learning. There is a 5/6 hub on the main Faithfull Street site with a strong focus on academic preparation and transition. 2019 will see the 10-12 students move to the main Faithfull site as well to complete the secondary campus. Students in Years 7-9 have access to a broad elective program and a wide range of activities to complement the core learning they undertake. We have a brand new Senior Studies Centre that offers VCE, VET and VCAL subjects to provide our students with a range of pathways to further their learning opportunities.

Our aim is to prepare our students to become active, engaged citizens connected with their local and global communities. We provide our students with opportunities to develop leadership skills through a range of programs and formal leadership positions available on each campus. We recognise that an orderly learning environment and high expectations are essential elements in ensuring that all our students learn and reach their full potential and we achieve this through the implementation of the School Wide Positive Behaviour Support Program.
 

Our school is committed to encouraging the best in its staff, students and community. Members of the college community have clearly defined, and understood rights, and responsibilities. We are both passionate and determined to provide our students with the necessary skills, discipline and qualities needed to become successful 21st century learners and responsible members of the community.

We aim to nurture a passion for lifelong learning and instil the core values of Respect, Responsibility, Integrity and High Expectations.

We achieve this by:

• Providing a personalised, student-centred approach to teaching and learning.
• Building a culture of achievement in academic learning, the arts, sport, vocational skills, civics and citizenship.
• Promoting academic excellence through high quality classroom instruction.
• Creating a respectful school environment that recognises and celebrates diversity.
• Promoting creativity, teamwork and leadership through a diverse range of learning opportunities.
• Developing within students their capacity for self-management and self-determination.
• Actively promote positive student well-being by explicitly teaching a social, emotional and values based curriculum.
• Building authentic partnerships that promote and encourage community involvement.

Our primary goal is to provide an excellent education for every child in every classroom. Every child is known, respected and valued at our school.

SC1 Demonstrated ability to successfully lead the implementation and evaluation of learning and teaching programs, inclusive of evidence based pedagogical approaches, curriculum implementation, and effective assessment and reporting, in accordance with the relevant (or equivalent) Victorian Curriculum F–10, Victorian Certificate of Education and Victorian Certificate of Applied Learning.

SC2 Demonstrated outstanding classroom teaching skills and capacity to model high impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential.

SC3 Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.

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

SC5 Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning to enable the further development of others’ professional practice.

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

Euroa Secondary College is the only state secondary school in the Shire of Strathbogie, located 90 minutes north of Melbourne on the Hume Highway. Our SFO (Student Family Occupation index) is 0.6657.

Our students attend the college from a radius of 60km with the support of eight school buses of which two are privately operated. In 2018 the college has 342 students with 52 staff that includes 36 teaching staff and 16 education support. Every student, staff member and family is valued as an individual at the college. Every community member has a role to play and the College believes strongly in the connection between school, family and community.

The College’s mission statement is “A united community where everybody has responsibility in preparing youth for their future”. The College core values are Challenge, Empowerment, Resilience and Respect. Studies such as Music, Languages other than English (Japanese), VET, VCE and VCAL are taught along with traditional subjects at years 7 to 10. A wide variety of extra-curricular programs are provided for students. Intervention programs operate in Literacy in years 7-9.

Classes are set in English and Mathematics, supporting and extending individual skills. Students in Year 9 participate in “The Year with a Difference” program. The Year 10 program provides students with numerous elective choices so they the opportunity to commence VET studies and have a solid foundation for Year 11 and 12. Students in years 10-12 have the opportunity to accelerate their studies to suit their talents and pathways to life beyond school.

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

Benalla P-12 College

Benalla P-12 College is located in the Rural City of Benalla which is ideally located close to the Victorian snowfields and the major centres of Wangaratta and Shepparton. The town is surrounded by quality wineries, and Melbourne is easily reached in two hours along the Hume Freeway. The Melbourne to Wodonga railway line also runs through the city.

Benalla P-12 College was established in January 2013 as a result of the merger of all four government schools in Benalla. The College has a student population of approx. 910. We provide a vibrant teaching and stimulating learning environment that commences with Grade Prep and continues through the secondary years to VCE.

Our Campus structure for 2019 will be:

Avon Campus (P-4)
Waller Campus (P-4)
Faithfull / Clarke Campus (5-12)

As a developing school we are continuing to refine and enhance our programs to address the three key stages of learning. The two P to 4 Campuses meet regularly to plan a rigorous and targeted Early Years program that addresses the foundations of learning. There is a 5/6 hub on the main Faithfull Street site with a strong focus on academic preparation and transition. 2019 will see the 10-12 students move to the main Faithfull site as well to complete the secondary campus. Students in Years 7-9 have access to a broad elective program and a wide range of activities to complement the core learning they undertake. We have a brand new Senior Studies Centre that offers VCE, VET and VCAL subjects to provide our students with a range of pathways to further their learning opportunities.

Our aim is to prepare our students to become active, engaged citizens connected with their local and global communities. We provide our students with opportunities to develop leadership skills through a range of programs and formal leadership positions available on each campus. We recognise that an orderly learning environment and high expectations are essential elements in ensuring that all our students learn and reach their full potential and we achieve this through the implementation of the School Wide Positive Behaviour Support Program.
 

Our school is committed to encouraging the best in its staff, students and community. Members of the college community have clearly defined, and understood rights, and responsibilities. We are both passionate and determined to provide our students with the necessary skills, discipline and qualities needed to become successful 21st century learners and responsible members of the community.

We aim to nurture a passion for lifelong learning and instil the core values of Respect, Responsibility, Integrity and High Expectations.

We achieve this by:

• Providing a personalised, student-centred approach to teaching and learning.
• Building a culture of achievement in academic learning, the arts, sport, vocational skills, civics and citizenship.
• Promoting academic excellence through high quality classroom instruction.
• Creating a respectful school environment that recognises and celebrates diversity.
• Promoting creativity, teamwork and leadership through a diverse range of learning opportunities.
• Developing within students their capacity for self-management and self-determination.
• Actively promote positive student well-being by explicitly teaching a social, emotional and values based curriculum.
• Building authentic partnerships that promote and encourage community involvement.

Our primary goal is to provide an excellent education for every child in every classroom. Every child is known, respected and valued at our school.

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

Bourchier Street Primary School is located in the north of Shepparton. The school has a current enrolment of 610 students.

We attract many students from across the City of Greater Shepparton as we have a well established reputation throughout the community as a caring and professional school. The student population has changed significantly in recent years, with a substantial change from predominantly professional families, to a more culturally and economically diverse clientele.

Whilst we maintain a strong single identity, the school is organised into 3 sub-schools for practical purposes. There is a Junior team (F-1-2), Middle team (3-4) and a Senior team (5-6). The classes are generally straight year levels. The specialist programs offered at our school are Visual Arts, Creative Arts, Physical Education & Sport, and L.O.T.E. We offer extensive opportunities for children be involved in weekend sporting teams. Our Literacy program is supported by Reading Recovery teachers and complimentary intervention programs.

Bourchier Street Primary School is committed to maximizing educational opportunities for all students and staff, and has undertaken to become a leading school in the development and implementation of a student centred curriculum.

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

- 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

Wanganui Park Secondary College has a clear and strong vision as a learning community where:-

- everyone is a learner enjoying success

- people care for and respect each other and their environment

- innovation is encouraged and valued

- students, staff and parents work together to ensure students achieve their potential

The college is focused on providing a stimulating and caring learning environment, with students, staff and the community working in partnership to enable everyone to achieve their personal best. Underpinning this philosophy are the core values of respect, resilience and responsibility.

Wanganui Park SC is located in the northern part of the busy regional centre of Shepparton approximately 180 kilometres north of Melbourne.

The college campus is adjacent to the city’s extensive Sports Precinct and is one of four large secondary colleges serving the Shepparton/Mooroopna area, all within close proximity of each other. The college has about 30 feeder schools in all and students travel by bus from all directions around and in the city of Shepparton.

The current enrolment is around 1180 students. The college has a very positive educational reputation in the Shepparton community and it has been necessary to place a limit on the intake in recent years.

The student population reflects a mix of family backgrounds.

The college also supports a very extensive and well accepted program for Students with Disabilities and Impairments. An integration teacher leads this program supported by a team of 6 ES staff members. The overall staff includes 99 teaching and 40 ES staff members.

Victorian government schools are child safe environments. Our school actively promotes 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 school safe standards. The school’s Child Safety Code of Conduct is available on the school’s website.

The college has always valued and maintained its commitment to community involvement, and it continues to develop strong links with the local community. Involvement also extends to partnerships with agencies, government departments and other educational institutions.

As already indicated, enrolment growth since the mid 90s has been steady. This increase in the size of the college community has been managed well, and supported by strategic planning in terms of the facilities necessary to deliver a more sophisticated and diverse educational program.

A well established welfare system which places strong emphasis on the transition of students from primary school, and the close monitoring of student progress is a key element of college life. It is implemented through a vertical Home Group and House Structure which provides support for students as well as being an identifiable point of contact for parents.

The college has a focus on the individual needs of students and provides flexible arrangements so that students can access a wide variety of support programs to meet their specific needs.

Student voice is also encouraged through a Student Forum which provides a social focus as well as the opportunity to be involved with the decision-making and leadership roles within the college. Strong parental involvement within the college community also enhances the capacity of the college to provide a supportive and nurturing environment.

1. Highly developed computer skills, including experience and thorough knowledge of Microsoft Office programs, and Outlook.
2. Excellent organisational and Office Management skills, with the ability to show initiative in a demanding environment.
3. Proven ability to work as part of a team in an educational or administrative setting.

4. Proven communication skills, including the ability to communicate effectively with a wide range of individuals.

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

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

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

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

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

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Maintain and update basic written records.
- Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Make appointments and maintain diary records.
- Select and use equipment in accordance with school procedures and manufacturer's instructions.
- Receive enrolment documentation and record data.

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

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

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

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

WANGANUI PARK SECONDARY COLLEGE-ES 1-1

ADMINISTRATION/STUDENT SERVICES

SPECIFICATION OF DUTIES AND CONDITIONS OF EMPLOYMENT

Student Administration Centre

POSITION OBJECTIVES:

The Officer will be required to provide a wide range of reception duties, combined with support and advice to students whilst maintaining relevant records and providing effective clerical and office services to the school council, Principal and other staff within the school. Specifically the two priorities in this are to:

• • • process student information in regards to absences, enrolments and exits

    • coordinate the effective management of the student sick bay

      ORGANISATIONAL RELATIONSHIP

      The employee will be responsible to the Business Manager, who in turn is responsible to the Principal.

      CONDITIONS OF EMPLOYMENT

      The position will be classified an ES 1 - 1, under the provisions of the Victorian Government Schools Agreement 2017. Remuneration will be calculated on a 48/52 fraction of the relevant classification.

      The position will be classified as an ES 1-1 subdivision 1 - 5. 0.2EFT

      HOURS

      8.15a.m. to 4.36p.m. Monday, Wednesday, Thursday and Friday, with 45 minutes lunch, subject to variation upon notice.

      Remuneration will be calculated on a 48/52 fraction of the relevant classification.

      LEAVE

      Recreation Leave entitlement shall be taken during term holidays, any variation from this will be subject to approval.

      The successful applicant will be required to provide a current Working with Children Check.

      SPECIFICATION OF DUTIES :

• • • Provide assistance and advice to students on school related matters;

  • Process daily absences on the XUNO system,

  • Provide information as required from external agencies such as Centrelink, Abstudy;

  • Record and process on a daily basis students reporting late for school;

  • Process students absent on school related activities;

  • Process new student enrolments and student exits on CASES;

  • Provide first aid support to students, and record incident information;

  • Maintain first aid supplies for school and camp use;

  • Produce and maintain relevant first aid information for students at risk, including individual Emergency Action Plans

  • Assist in reception and switchboard duties where required;

    • Provide assistance to other administrative staff as required;

  • Assist in the operation of the school's filing system'

  • Maintain and update office systems and administrative records;

  • Other duties as directed

• 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

Wanganui Park Secondary College has a clear and strong vision as a learning community where:-

- everyone is a learner enjoying success

- people care for and respect each other and their environment

- innovation is encouraged and valued

- students, staff and parents work together to ensure students achieve their potential

The college is focused on providing a stimulating and caring learning environment, with students, staff and the community working in partnership to enable everyone to achieve their personal best. Underpinning this philosophy are the core values of respect, resilience and responsibility.

Wanganui Park SC is located in the northern part of the busy regional centre of Shepparton approximately 180 kilometres north of Melbourne.

The college campus is adjacent to the city’s extensive Sports Precinct and is one of four large secondary colleges serving the Shepparton/Mooroopna area, all within close proximity of each other. The college has about 30 feeder schools in all and students travel by bus from all directions around and in the city of Shepparton.

The current enrolment is around 1180 students. The college has a very positive educational reputation in the Shepparton community and it has been necessary to place a limit on the intake in recent years.

The student population reflects a mix of family backgrounds.

The college also supports a very extensive and well accepted program for Students with Disabilities and Impairments. An integration teacher leads this program supported by a team of 6 ES staff members. The overall staff includes 99 teaching and 40 ES staff members.

Victorian government schools are child safe environments. Our school actively promotes 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 school safe standards. The school’s Child Safety Code of Conduct is available on the school’s website.

The college has always valued and maintained its commitment to community involvement, and it continues to develop strong links with the local community. Involvement also extends to partnerships with agencies, government departments and other educational institutions.

As already indicated, enrolment growth since the mid 90s has been steady. This increase in the size of the college community has been managed well, and supported by strategic planning in terms of the facilities necessary to deliver a more sophisticated and diverse educational program.

A well established welfare system which places strong emphasis on the transition of students from primary school, and the close monitoring of student progress is a key element of college life. It is implemented through a vertical Home Group and House Structure which provides support for students as well as being an identifiable point of contact for parents.

The college has a focus on the individual needs of students and provides flexible arrangements so that students can access a wide variety of support programs to meet their specific needs.

Student voice is also encouraged through a Student Forum which provides a social focus as well as the opportunity to be involved with the decision-making and leadership roles within the college. Strong parental involvement within the college community also enhances the capacity of the college to provide a supportive and nurturing environment.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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

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

Our College of approximately 305 students is located close to the regional city of Shepparton. Our school has thirty-four equivalent full-time staff, fifteen Education Support staff, three Principal Class Officers as well as a visiting Koori Education Officer, social worker and psychologist. Our vision is to build an environment where the whole school community values learning and strives for success. The values our College Community embraces are: Belonging, Achievement, Respect and Teamwork. These values provide us with a framework for the way we achieve our vision.

The College is organized into two sub schools, Years 7 - 9 and Years 10 - 12. Junior and Senior School Engagement leaders, our Teaching and Learning Leader, Managed Individual Pathways Coordinator and Student Wellbeing Leader work closely with staff to monitor student progress.

We have excellent physical facilities including Westside Performing Arts Centre and as new Arts/ Technology facility as well as a refurbished and science center. Students have opportunities in sporting, art, cultural and music activities as well as the opportunity for overseas student exchange programs. Our College is one of three Victorian schools that have a federally funded Wannik Dance Academy. The goals of this program are to engage our Koori girls in their learning and improve their self- esteem through the use of music and dance. This builds on our outstanding Koori program that caters for students from Years 7 to 12.

The College provides a wide range of studies catering for student needs complemented by an extensive VET and VCAL program. Students have achieved excellent VCE results and our VCAL completion rate lies in the top 15% in the state.

The College is one of four government secondary colleges in Greater Shepparton who have united into the Better Together Alliance where the vision is to provide an excellent education for every young person in Greater Shepparton. Through the Better Together Alliance the schools are working closely together and, sharing resources and bringing together the strength of each college. A common timetable is shared with the Alliance schools/ GOTAFE and La Trobe University at the Senior School to allow students at all schools to maximize their selection of pathways and assist with the articulation into further training and tertiary courses after exiting secondary education

The College continues to provide Managed Individual Pathways programs for students in Years 9 to 12, as a part of the Careers Framework initiative. To enhance retention and support the variety of needs of students at our College, an array of programs is offered in addition to VCE. MSC maintains an alliance with the ADVANCE program and close community partnerships to support the VCAL program. The Colleges alliance with other Greater Shepparton secondary schools ensures students have access to a broad range of subjects in VCE, VCAL and VET. Alliance shared activities include: High Potential Learners Program (La Trobe), Boundless Work Experience, Y7 Mentor program .and Year 9 Experience (camp). A partnership with GOTAFE enables students to access a range of subjects, certificates and qualifications whilst enrolled at school. Over a quarter of the senior student cohort study a VET subject. The College also has a number of senior students completing a school based apprenticeship. Our Student Leaders are active in the wider community through their engagement as facilitators at local primary schools sports days and athletics and are College ambassadors at community events such as Anzac and Remembrance Day. At school our student leaders are integral members of College Council and the Uniform Committee.

A strong relationship and partnership with both our local feeder schools and further education and training agencies continues to embed sound College transition programs at the major transition points of primary to secondary school and then senior school to further education, employment and tertiary education. Mooroopna Secondary College is committed to encouraging excellence at all levels and in all its endeavors.

SC1 Demonstrated experience and skills in coordinating a specific education support function specifically Student Attendance Records.
SC2 Demonstrated highly developed computer and word processing skills, including experience and knowledge of Microsoft applications particularly Word and Excel.
SC3 Demonstrated highly developed oral & written communication skills and experience including demonstrated knowledge of a CISCO phone system.
SC4 Possess the technical knowledge and expertise relevant to the position, including experience and knowledge of Cases 21 & Compass.
SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.

SC7 Demonstrated high level organisational and planning skills with an ability to take direction, and to prioritise tasks within timelines.

SC 8 Demonstrated ability to work as a team member in a very busy and multi skilled environment

Attendance: 26.60 Hours - 5 days per week

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.

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Maintain and update basic written records.
- Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Make appointments and maintain diary records.
- Select and use equipment in accordance with school procedures and manufacturer's instructions.
- Receive enrolment documentation and record data.

- Maintain & update Student Attendance Records.

- Provide First Aid as required.

- Other duties as delegated by the Business Manager/Principal

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

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

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

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

Must have experience using Cases 21 and Compass software.

• 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

Yarrawonga College P-12 is situated in the North East border township of Yarrawonga, with a population of 8000. Separated by the Murray River, the NSW town of Mulwala is adjacent and has a further population of 3000. The river was widened in the early 1900's to form Lake Mulwala, which is an amazing resource for fishing, boating, camping and water sports, adding to the wide range of sporting and leisure opportunities across the border towns. The original purpose of the lake is to provide irrigation to 128,000 hectares of farming land via the Yarrawonga Main Cannel, which is 957kms long and services the Murray Valley irrigation region, from Yarrawonga to Barmah. The town boasts more sunny days than the Gold Coast and has thriving tourism, hospitality and education industries.

In 2010 Yarrawonga Secondary College and Yarrawonga Primary School merged to form Yarrawonga College P12, and at the beginning of 2018 the P-4 Campus relocated from the historical Primary school site at Tom Street to the new purpose built P-4 campus at Gilmore Street, alongside a new Administration block and the existing 5-8 campus, with the 9-12 Campus located across the road in Pinniger Street. The P-4 and 5-8 campuses are flexible learning spaces that can be opened up for group learning and shut down for more focused learning, which makes them unique classrooms in our district. The next stage of the building masterplan will be to build a new 9-12 campus on the Gilmore Street site.

Aims for Students

YCP12 promotes high achievement by developing the learning capacities of all students, enabling them to be:

Motivated lifelong learners striving to achieve excellence

Students who demonstrate respect, compassion, honesty and tolerance for others

Innovative and resilient learners, inquisitive of the world around them

Students competent in the essential skills of literacy and numeracy, allowing all to reach their full potential.

Technologically capable students who can adapt to a rapidly advancing world

Socially responsible students who contribute positively to the community

Mission for Staff

Staff will assist students to succeed by providing:

A broad, challenging, innovative and authentic learning environment

An ethos of respect, tolerance, compassion and acknowledgement of success

A differentiated curriculum based on best teaching practice

A supportive framework focused on mentoring and coaching through teamwork

A safe learning environment based on the principles of restorative justice

Quality opportunities for each student to develop a range of leadership capabilities

Values for YCP-12 Community

Integrity – acting ethically and fairly at all times, ensuring consistency between words and actions, upholding the College values in everything we do

Co-operation – working together, communicating effectively and supporting each other in a positive manner

Honesty – always being truthful, fair and true to oneself and others

Respect – treating others with consideration, being courteous at all times and acknowledging the beliefs and rights of others

Responsibility – taking ownership of our behavior and actions and setting a positive example to others

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

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

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

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

SC5 A commitment to professional learning and growth.

[Attendance requirement for this position]

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

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

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

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

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

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.

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

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

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

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

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

Rutherglen High School is situated in Northeast Victoria servicing the townships of Chiltern, Rutherglen, Springhurst and Wahgunyah and the surrounding farming communities. The February enrolment in 2018 was 273, equally split between males and females. Approximately 59% of students travel by bus and a small but increasing percentage of students live over the border in NSW.

The school provides a challenging and balanced comprehensive curriculum with flexibility to meet the needs of each student. All students are able to participate in an environment which values and respects their achievements. Students are expected to display a commitment to improvement of skills and knowledge, develop self-discipline and initiative and respect themselves, each other, the staff and their environment.

Rutherglen High School employs 2 Principal class officers, 28 teaching staff as well as several Instrumental Music Teachers and 12 Educational Support staff with a number of these being employed on a part-time basis.

Students in Years 7 and 8 study a core curriculum based on the Victorian Curriculum. This involves courses of study in the Arts, English, French, Mathematics, Health & Physical Education, Science, Humanities and Technology. Year 9 students are able to select from a range of electives and also participate in the Future Makers program as well as experiential learning through school and community based projects. In Years 10 – 12 student can select from a range of VCE units as well as Vocational Education and Training (VET), Victorian Certificate of Applied Learning (VCAL) and School Based Apprenticeships & Traineeships (SBATS). An Applied Learning program operates at Year 10 for students with a vocational pathway in mind.

The school provides a wide range of extracurricular and enrichment programs including: excursions, inter school sport, debating, public speaking, annual musical production, instrumental music, VCE workshops and lunchtime activities. The school also operates a variety of year level camps based around a specific theme or skill set. These activities foster the qualities of leadership, initiative, independence, self-confidence, self-esteem, problem solving, decision making, resilience, team work and social skills.

The school is located on 13.95 hectares of land and provides an attractive and stimulating environment for students and community use. There are excellent outdoor sporting facilities on site including the Rutherglen Community Centre. The school is close to all other sporting facilities in the town, including the Shire swimming pool, and enjoys close cooperation from all sporting bodies. Students in the school have an outstanding record in interschool sport.

School Council is committed to continually upgrading the buildings and grounds. A particular emphasis is placed on upgrading resources to keep abreast with changing technology. A very successful BYOD program operates with over 90% of students participating. In 2012 $1.6 million was expended through the Trade Training Centre program to upgrade the food, wood and metal facilities and support teaching of VET subjects. Currently a $1.6 million STEM is nearing completion. It features teaching spaces which can be quickly re-configured to support a variety of group sizes and teaching and learning approaches.

There is a very effective welfare and student management policy in place, supported by year level co-ordinators and a Student Welfare Co-ordinator. The school also has the services of a School Nurse and a doctor through the Doctors in Schools initiative. A Careers Advisor is available to help students make appropriate choices in school and beyond. School Captains, House Captains and the Student Representative Council foster student participation and responsibility.

Parental involvement is welcomed and high value is placed on the home school partnership. The school encourages and enjoys strong links with the community. Rutherglen High School is a vital and active educational institution. It provides a caring, orderly, and disciplined environment in which learning can flourish and be enjoyed.

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

• 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

“Nagambie Primary School strives for their children to be the best they can be! We work together with our families and community so that our children achieve personal, social and academic success. Together we seek to improve the lives of others and leave our community and world better than we found it. Our school values are: Achievement, Optimism , Responsibility, Respect, Resilience, Cooperation, Compassion, Creativity and Community spirit.” (School Purpose Statement)

Nagambie Primary School is located in the rural township of Nagambie, a growing town of 1,500 people situated on the Goulburn River and Lake Nagambie, between Seymour and Shepparton. The school is situated in spacious and attractive grounds and has been a fixture in the community since 1871. The current school population of 162 comes from the town and surrounding area. Enrolment has been gradually increasing over the last six years and is expected to continue to do so.

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

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

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

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

SC5 A commitment to professional learning and growth.

SC6 Demonstrate the ability to support and enhance Grade 5 & 6 students learning in Mathematics.

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

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

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

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

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

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

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

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

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

Bourchier Street Primary School is located in the north of Shepparton. The school has a current enrolment of 610 students.

We attract many students from across the City of Greater Shepparton as we have a well established reputation throughout the community as a caring and professional school. The student population has changed significantly in recent years, with a substantial change from predominantly professional families, to a more culturally and economically diverse clientele.

Whilst we maintain a strong single identity, the school is organised into 3 sub-schools for practical purposes. There is a Junior team (F-1-2), Middle team (3-4) and a Senior team (5-6). The classes are generally straight year levels. The specialist programs offered at our school are Visual Arts, Creative Arts, Physical Education & Sport, and L.O.T.E. We offer extensive opportunities for children be involved in weekend sporting teams. Our Literacy program is supported by Reading Recovery teachers and complimentary intervention programs.

Bourchier Street Primary School is committed to maximizing educational opportunities for all students and staff, and has undertaken to become a leading school in the development and implementation of a student centred curriculum.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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

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

Wanganui Park Secondary College has a clear and strong vision as a learning community where:-

- everyone is a learner enjoying success

- people care for and respect each other and their environment

- innovation is encouraged and valued

- students, staff and parents work together to ensure students achieve their potential

The college is focused on providing a stimulating and caring learning environment, with students, staff and the community working in partnership to enable everyone to achieve their personal best. Underpinning this philosophy are the core values of respect, resilience and responsibility.

Wanganui Park SC is located in the northern part of the busy regional centre of Shepparton approximately 180 kilometres north of Melbourne.

The college campus is adjacent to the city’s extensive Sports Precinct and is one of four large secondary colleges serving the Shepparton/Mooroopna area, all within close proximity of each other. The college has about 30 feeder schools in all and students travel by bus from all directions around and in the city of Shepparton.

The current enrolment is around 1180 students. The college has a very positive educational reputation in the Shepparton community and it has been necessary to place a limit on the intake in recent years.

The student population reflects a mix of family backgrounds.

The college also supports a very extensive and well accepted program for Students with Disabilities and Impairments. An integration teacher leads this program supported by a team of 6 ES staff members. The overall staff includes 99 teaching and 40 ES staff members.

Victorian government schools are child safe environments. Our school actively promotes 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 school safe standards. The school’s Child Safety Code of Conduct is available on the school’s website.

The college has always valued and maintained its commitment to community involvement, and it continues to develop strong links with the local community. Involvement also extends to partnerships with agencies, government departments and other educational institutions.

As already indicated, enrolment growth since the mid 90s has been steady. This increase in the size of the college community has been managed well, and supported by strategic planning in terms of the facilities necessary to deliver a more sophisticated and diverse educational program.

A well established welfare system which places strong emphasis on the transition of students from primary school, and the close monitoring of student progress is a key element of college life. It is implemented through a vertical Home Group and House Structure which provides support for students as well as being an identifiable point of contact for parents.

The college has a focus on the individual needs of students and provides flexible arrangements so that students can access a wide variety of support programs to meet their specific needs.

Student voice is also encouraged through a Student Forum which provides a social focus as well as the opportunity to be involved with the decision-making and leadership roles within the college. Strong parental involvement within the college community also enhances the capacity of the college to provide a supportive and nurturing environment.

1. Capacity to work with students in one-to-one intensive instruction.

2. Demonstrated proficiency in computer skills with a knowledge of Microsoft Office programs.

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

4. Level 1 First Aid Certificate.

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

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

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

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

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

SPECIFICATION OF DUTIES:

• To provide or assist with feeding, lifting, toileting and administration of medication to students requiring special care.
• Assist integration teachers with the preparation of curriculum support materials.
• To assist integration students with the communication between peers and teachers, particularly the interpretation of instructions.
• Assist integration students in specific learning areas.
• Conduct personal development sessions as required.
• Supervise private study for Integration students;

  § To work with the Student’s Program Support Group to maximise his / her participation in school life.

  § Assist classroom teachers to modify work tasks/assignments.

  § To liaise with Integration and/or class teachers on individual student’s progress.

  § To assist with the supervision of integration students on camps, excursions, sporting activities, and other extra-curricular activities as required.

  § Provide assistance and advice to students on school related matters.

• Provide Word Processing and basic computer support.
• Participate in ES team meetings;

  § Other duties as required.

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

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

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

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

WANGANUI PARK SECONDARY COLLEGE

EDUCATION SUPPORT OFFICER ES 1-1

STUDENT SUPPORT/INTEGRATION ASSISTANT

SPECIFICATION OF DUTIES AND CONDITIONS OF EMPLOYMENT

JOB DESCRIPTION:

The position involves working with students who have special needs and assisting them to participate in the educational programs and social activities offered by the school. The successful applicant will be required to work as a team member with other Integration Assistants and the Integration Teacher to provide support to such students.

ORGANISATIONAL RELATIONSHIP:

The Officer will be responsible to the Integration Teacher, who in turn is responsible to the Principal.

CONDITIONS OF EMPLOYMENT:

The position will be classified an ES 1-1, under the provisions of the Victorian Government Schools Agreement 2017. Remuneration will be calculated on a 48/52 fraction of the relevant classification.

HOURS

0.8 EFT, worked over 5 days with times to be decided when timetable is established.

Lunch breaks to be of 45 minutes duration.

Times may be varied upon notice and negotiation, which may be likely at the start of a new semester to work in with new student timetables, with the successful applicants to be flexible in the days available to work.

The successful applicant will be required to provide a Working with Children Check.

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