Cobram is situated on the northern Victorian border on the banks of the picturesque Murray River, population approximately 6000. As the operational centre of the Moira Shire, a diverse population has access to a wide variety of essential services such as medical clinics, hospital, a variety sporting clubs and renowned surrounding golf courses. In the fruit bowl of Victoria and the home of Murray Goulburn Co-op, industry abounds inclusive of agriculture, engineering, hospitality and health.

Cobram Secondary College is a beautifully maintained campus within walking distance to the river and the central business district. The student population of 368 creates an intimate environment that allows the development of strong community culture and relationships. Teachers are members of the local community, ensuring a supportive and caring college where students are known and valued. A range of innovative programmes are used to support the development of literacy and numeracy for all levels of achievement.

In 2017, 100% of all students who undertook their VCE or VCAL were successful in receiving their qualification and 95% of all students who applied for tertiary studies received a first round offer.

In 2017, the highest ATAR was 90.05 and the college achieved five study scores above forty across four subjects. This included a study score of 44. In two subjects, Cobram Secondary College performed above state average in the external VCAA examinations and also achieved an average study score above 30.5. Increases in average study score between 2016 and 2017 occurred across six individual subjects.

Small class sizes allow the development of personalised learning. A dedicated staff and diverse range of subjects based on student choice promotes a culture of excellence.

The Middle Years program focuses on the development of literacy and numeracy skills through programmes such as Math Pathways and daily Independent Reading. At risk students are supported at Year 8 through our Boost Intervention Reading programme. This has resulted in continued NAPLAN growth, with relative high gain in reading and writing currently above state average. Students have a strong core curriculum with the option to investigate a range of elective subjects.

Cobram Secondary College values the education of the whole student as creative, community and global citizens. Our vibrant and award-winning music programme promotes teamwork and creative expression through a range of bands. Leadership development is provided through our prestigious Advance program at Year 10, which incorporates CFA cadetship and Duke of Edinburgh’s Award. Camps such as Central Australia and Howman’s Gap allow students to develop independence and interpersonal skills in exciting and challenging environments. Opportunities are provided to allow students to extend these skills in overseas contexts through World Challenge and visits to our sister community in Italy.

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.

The education support staff – teaching and learning team member will support excellence in Teaching and Learning at the college by working under the supervision of the Teaching and Learning Team leaders) to support the activities in the Teaching and Learning Team, including:

Promotion and Publicity Administration

Under the direction of the Teaching and Learning Team Leaders complete the administrative requirements of publicity and promotion including but not limited to:

• Newsletter
• Ensure CSC has daily entries on Facebook, Instagram and other social media.
• With direction from the SLT, update education week supplement/brochures & booklets
• Update the College Website as required.
• Produce the College magazine, Kalori

General Administration

Supervision in library @ lunchtimes

Process books

Conduct audits of curriculum and reporting and provide feedback to T&L leaders for follow up.

Create booklists (once a year)

Attend camps and excursions and sports days and assist with supervision and promotion of events.

Foods

Set up for class, ordering and preparing food baskets for foods classes periods a week 8am start time on delivery morning (normally deliveries are a Monday)

In class support

Provide in-class support as directed by the Teacher in the room and the Teaching and Learning Leaders.

Other

Complete other duties as directed by a member of the Principal Class.

- 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.
- 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.
 

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

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

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

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

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

Oxley Primary School is a successful rural school with excellent teacher to student ratios located just 7 minutes from the township of Wangaratta. This year we have an enrolment of 99 students and 5 classes.

The school’s vision is to nurture confident, lifelong learners in a friendly rural community and we believe that for students to be successful learners it is critical that we develop and promote a supportive environment. Our teachers focus on knowing the students and their families as well as embedding our core school values of respect, care, responsibility, honesty and excellence across all areas of the curriculum.

We have an extremely strong staffing profile at Oxley Primary School with an excellent blend of experience, accomplished and graduate teachers. as well as Nadia Aumann outside the classroom in the role of a Learning Specialist and mentor. All our teachers aim to give the students at Oxley a fantastic start to their schooling as well as an exciting and focussed final two years, before transitioning to Secondary School.

This year we have continued with the following specialist classes, Health & Well-being, LOTE (Italian), BluEarth and Music. The MACC and MARC vans provide Art and Science travelling specialists, with the MARC Van being located at Oxley Primary School.

The school places great value and commitment on being a community school and parents are actively involved on many levels. We offer After School Hours Care/Vacation Care, School Council and Parents and Friends Group.

Oxley Primary School is a member of the Ovens Learning Community (OLC), which has enormous benefits for the children. Mixing with peers across cluster schools at arts performances, camps (such as Queenscliff, Ballarat, 15 Mile Creek and Canberra) and sports days allows the students to create new friendships as well as allowing them to encounter a very diverse range of experiences.

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

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

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

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

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

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

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


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

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

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


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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

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

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

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

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