Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Barwon South West - Greater Geelong
Reference: 1533813
SC1 ¿ Knowledge
Demonstrated experience and understanding of the needs of students living in Out¿of¿Home Care, including awareness of the Partnering Agreement obligations and trauma informed practices. and the ability to rapidly learn and apply new Department initiatives, frameworks and processes.
SC2 ¿ Implementation and Systems Thinking (with Learning)
Demonstrated experience in designing, implementing and embedding effective school processes or improvement initiatives aligning it with evidence based practice. Demonstrated ability to rapidly learn and apply new Department initiatives, frameworks and processes and build staff capability, support consistent practice, and evaluate the impact of implementation on student outcomes.
SC3 ¿ Data, Monitoring and Evaluation
Demonstrated experience in analysing student information, case data or school¿level evidence to inform planning and decision¿making. Demonstrated ability to contribute insights, documentation and evaluation to support monitoring and continuous improvement.
SC4 ¿ Collaboration and Communication
Demonstrated high¿level interpersonal and communication skills, with the ability to work collaboratively with students, parents and carers, teachers, leaders, wellbeing teams, allied health professionals, Regional staff and external agencies. Demonstrated capacity capability to build strong relationships that support consistent, high¿quality implementation across the college and broader network.
SC5 ¿ Professionalism and Reflective Practice
Demonstrated behaviours and attitudes consistent with Department values. Demonstrated commitment to reflective practice, professional learning and continuous improvement, including the ability to document sustainable processes, participate in communities of practice, and support other schools to build capability in new initiatives.
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:
1. Establish Sustainable Internal Practices
2. Build Sector Guidance and Support
3. Support Monitoring and Evaluation
4. Liaise With Key Stakeholders
5. Support Implementation Across the College
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 is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Key Deliverables
The role will report progress to ESARB, LOOKOUT and the Barwon Area against the following outputs:
Sustainable Practice Documentation
Completion of Outstanding LPs (OoHC)
Staff Capability Building
Active Participation in Communities of Practice
Support to a Local School
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Northern Bay P¿12 College is a unique multi-campus school in the northern suburbs of Geelong. It comprises four Prep¿Year 8 campuses and a Year 9¿12 campus, alongside the Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) at Goldsworthy.
The College operates through three sub-schools, enhancing our `One School ¿ One Team¿ ethos and rigorous focus on student learning underpinned by a proactive wellbeing framework. Staff collaborate in Professional Learning Communities (Prep - Year 2, Year 3 - 6, Years 7¿9, and Year 10 - 12), meeting regularly in campus and college-wide groups to implement data-informed strategies that drive improved outcomes.
A strong Inclusive Practices Team supports the College, comprising specialist teachers and education support staff, including a College Inclusive Practices Leader, Inclusion Support Coordinators, Learning Adjustment Coaches, Mental Health Wellbeing Leaders (Years P¿6) and an Inclusion Administration Assistant. This team works closely with the College Nurse, Wellbeing Team, mentor teachers, CALD staff, Allied Health practitioners and DET Student Support Services. The College maintains high accountability to ensure Individual Education Plans are implemented with fidelity and seeks staff committed to applying and supporting learning adjustments in classrooms.
We proudly embrace our diversity, with a large First Nations population and a strong cohort of Culturally and Linguistically Diverse (CALD) students. Programs include structured EAL provision and implementation of the Marrung Strategy.
Our vision is to instill community commitment, confidence and high expectations in lifelong learning by:
Delivering curriculum, pedagogy and teacher professionalism that achieve above-expected outcomes.
Developing employable young people with resilience, optimism, self-respect and a commitment to personal best.
Motivating and challenging students to fulfil their potential.
Creating purposeful and diverse pathways.
Building strong partnerships with schools, community organisations and business.
Our Values
Growth ¿ We celebrate improvements in skills, engagement, outcomes and participation.
Collaboration ¿ We work positively together to increase our collective impact.
Persistence ¿ We pursue goals and outcomes despite challenges, seeking solutions for ongoing improvement.
Kindness ¿ We model respect, inclusion and care across our community.
In Summary
We strive for a college where learning is visible and students feel safe, respected, believed in, listened to, and taught by knowledgeable, capable and enthusiastic teachers.