Edi Upper Primary School is a small rural school with a current enrolment of 32children. Edi Upper is located on the edge of the Black Range nestled in the Upper King Valley in North East Victoria. Edi Upper Primary School buildings consist of one single building containing three classrooms, a recently renovated office space and a staff room / 5 work space kitchen for the cluster Stephanie Alexander Kitchen Garden Program. Edi Upper Primary is an extremely well-resourced and maintained school. There is great pride in the school held by all families and this is reflected in the contribution these families make to its ongoing maintenance. Edi Upper Primary School provides a caring, stimulating and safe environment where children can achieve their full potential.

This is achieved by:

• Encouraging academic excellence.
• Encouraging, rewarding and recognizing achievement and effort.
• Developing in students’ qualities and skills such as confidence, persistence, interpersonal and organisational skills.
• Ensuring effective communication to develop a culture of strong partnerships within the school community.
• Providing equal opportunity for all members of the school teaching staff to develop their full potential.
• Providing quality professional development

The classroom programs are enriched through camps, excursions, musical performances and cluster activities.

Edi Upper Primary School is member of the King Valley Cluster of Primary Schools. These schools work together to provide a range of inter-school activities for students and staff.

Edi Upper Primary School places great value and emphasis on being a community school with everyone associated with the school aiming to provide the best opportunities for the students. Many school facilities and much equipment has been purchased with the help of our magnificent parent body through annual activities such as our Motor Bike Event and catering. Parents not only help with the fund-raising but also in classroom activities and excursions

SC.1 Demonstrate high-level verbal communication skills and high-level interpersonal skills including the ability to establish and maintain collaborative relationships with students, parents, other employees and the broader community to achieve specific objectives within the Stephanie Alexander Kitchen Garden Program, including the recruitment of volunteers.

SC.2 Demonstrate skills and knowledge within the Stephanie Alexander Kitchen Garden philosophy, and work to reach goals and targets with the cluster program.

SC.3 Demonstrate the capacity to work with colleagues to continually improve the teaching and learning of the Stephanie Alexander Kitchen Garden Program.

SC.4 Demonstrate the ability to plan menus that can be cooked by children, based on foods that have been grown and harvested in the school gardens.

“An additional 30 days leave (pro rata for part time employees) are attached to this position”

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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.

- Manage the design and production of school publications and documents.
- Provide professional student support services, e.g. therapist and psychological and counselling services.
- Provide strategic advice on specific support services and their impact on students, school curriculum and services.
- Manage the use of and access to school resource and reference material.

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

• 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

Edi Upper Primary School is a small rural school with a current enrolment of 32children. Edi Upper is located on the edge of the Black Range nestled in the Upper King Valley in North East Victoria. Edi Upper Primary School buildings consist of one single building containing three classrooms, a recently renovated office space and a staff room / 5 work space kitchen for the cluster Stephanie Alexander Kitchen Garden Program. Edi Upper Primary is an extremely well-resourced and maintained school. There is great pride in the school held by all families and this is reflected in the contribution these families make to its ongoing maintenance. Edi Upper Primary School provides a caring, stimulating and safe environment where children can achieve their full potential.

This is achieved by:

• Encouraging academic excellence.
• Encouraging, rewarding and recognizing achievement and effort.
• Developing in students’ qualities and skills such as confidence, persistence, interpersonal and organisational skills.
• Ensuring effective communication to develop a culture of strong partnerships within the school community.
• Providing equal opportunity for all members of the school teaching staff to develop their full potential.
• Providing quality professional development

The classroom programs are enriched through camps, excursions, musical performances and cluster activities.

Edi Upper Primary School is member of the King Valley Cluster of Primary Schools. These schools work together to provide a range of inter-school activities for students and staff.

Edi Upper Primary School places great value and emphasis on being a community school with everyone associated with the school aiming to provide the best opportunities for the students. Many school facilities and much equipment has been purchased with the help of our magnificent parent body through annual activities such as our Motor Bike Event and catering. Parents not only help with the fund-raising but also in classroom activities and excursions.

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.

SC6 Demonstrate outstanding classroom teaching skills in the areas of science and music.

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

Beechworth Secondary College is a smaller secondary school of 250 students situated in the Indigo Shire in a beautiful setting with extensive grounds. The school has built strong links within its local Primary Schools and the community in the historical town of Beechworth. It is a vibrant, developing community setting, unique in its tourism, range of industries and arts and cultural activities. The access to the Alpine area gives Beechworth many opportunities and quality of lifestyle not found in other settings.

The vision at Beechworth Secondary College is 'Connecting Communities, Widening Worlds...' This means making the most of the advantages of our small size and location and providing a rigorous, well balanced education which will enable all students to develop to their full potential. Our values are Respect Responsibility Community

We offer a range of courses catering for the different learning needs and styles of our community. In addition to mainstream education we offer a Montessori stream as options for the 7-9 students, students may move between the programs. With VCE, VCAL and VET( as part of a cluster) subjects for Senior students, a three year VCE program, access to VLN, Distance Ed and Emerging Sciences, our students have many opportunities to access learning programs to suit their needs. They can specialise in subject areas which best support their passion and interest. The smaller year levels offer their own particular challenges and opportunities. We want our students to value challenge and recognise the rewards that persistence and innovation can bring.

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.

SC 6 Demonstrate an understanding of the principles of Montessori Adolescent Program

This is a part time 0.8 position over five days per week

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.

- Carry out allocated activities and tasks determined by the school consistent with role description.
- Participate in planning and preparation with teachers on a regular basis.
- Participate in professional learning activities provided through this initiative.
- Participate in the ongoing evaluation of this initiative.

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

"When a person is employed in an education support class position and such employment is specifically linked to Student Support Funding (or any successor program) that person will be employed as an ongoing education support class employee. Provided that, in the first seven years of employment if the funding or comparable funding reduces or ceases, the employee's employment can be ended by providing the education support class employee with no less than twelve weeks' notice. In this circumstance the employee is entitled to redeployment at or below their current classification level and salary range, in accordance with Department policy, for the twelve weeks prior to the expiration of the employee’s period of employment. The employee will be interviewed for any positions for which they are an applicant."

Applicants must respond to the Key Selection Criteria with not more than 5 pages in total.

Please include three referees and contact numbers

Further enquiries: Patricia Broom, Principal

Phone: 03 57 281264 broom.patricia.r@edumail.vic.gov.au

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.

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

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