Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Classroom teacher
Location: Barwon South West - Greater Geelong
Reference: 1499164
Grovedale College is a medium sized College with an enrolment of 700 plus students located in a semi rural setting serving the southern suburbs of Geelong, together with the rural and surf coast communities to the south, east and west. Extensive educational resources enable Grovedale College to provide an academic focus together with many Arts, Sciences, Sports and Technology opportunities. VCE enhancement subjects, VCAL and VET Courses, provide many new opportunities for University and TAFE studies and exciting pathways to the future. Excellence, achievement and improvement are central to all College programs. Grovedale College operates the Grovedale P – 12 Deaf Facility in conjunction with Grovedale West Primary School.
In recent years a multi million dollar-building program has provided the College with excellent physical resources. Such resources enable us to enhance our programs and deliver an exciting, challenging and fulfilling experience. Our facilities include a state of the art computer network linking all classrooms, computer pods, a computerized Library Resource Centre, Senior School Study Centre, Technology Wing, Visual and Performing Arts Studios, Gymnasium, Fitness Centre, sports ovals and courts.
The Arts/Technology facilities and some general purpose classrooms have benefited from a $3 million upgrade. The design for these new facilities is based on a pedagogy best described as interactive experiential leaning (ieLearning). Our new Language/Learning Centre has been designed around our focus on collaborative learning.
Ongoing curriculum reform and refinement has resulted in structural change such as the creation of two sub schools, the introduction of a Home group Program, compact teacher teams and most importantly a series of initiatives based around the concepts of active curriculum, higher order thinking and a multidisciplinary approach to planning and learning. The success of these programs provides strategies and examples of success on which the pedagogy of interactive experiential learning can utilise and extend.
At Grovedale our approaches to Teaching and Learning recognize that students and staff must be able to use computers and electronic learning technologies with confidence and understanding to enhance their teaching and learning as well as their ability to participate in evolving information technologies. The use of learning technologies in the classroom is a priority at Grovedale. All students and staff have access to extensive College computer resources including the College Intranet/Gateway and the Internet. A combination of eLearning devices are used compulsorily across the College.
Sport is prominent in the life of Grovedale College. An extensive interschool and house sport program provide students with the opportunity to develop personal skills and fitness and to enjoy the benefits of teamwork in a spirit of healthy competition. Our unique location and proximity to the Surf Coast, Corio Bay, Port Phillip Bay and the Otway Ranges allows for a comprehensive outdoor education and excursions program to operate. Surfing, kayaking, snorkelling, body boarding, windsurfing, bike riding, horse riding, rock climbing and lifesaving are all part of the program. The development of the Grovedale Education and Sporting Precinct coupled with the introduction in 2005 of a Sports Academy program provides students with the opportunity to pursue an elite sports pathway. The Precinct is indicative of strong community based links.
The College successfully participates in Public Speaking programs, Inter-School Debating and Australian subject competitions that include English, Mathematics, Science, Arts and Technology. Student leadership is an integral part of our school culture. An active leadership program exposes students to challenges, which develop personal and social skills, confidence, initiative and self-reliance. This is achieved through a broad range of activities such as Student Council, Peer Helpers, Supportive Friends and camps program. The College also conducts an Advance Program at Year 10. Performing Arts are well catered for in the College, with performance opportunities in workshops, GAFFA and production.
College Leadership programs have been enhanced by staff and students working with Leading Teams and refining the College based implementation. Performance and Development Culture is a Grovedale College priority. Regular formal and informal feedback is provided to staff members. The College Leadership Team meets weekly to oversee the College vision and its implementation. A culture of continuous improvement, accountability and of high level instructional leadership is an expectation of all staff.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated understanding and capacity to lead and manage the implementation of the Disability Inclusion Profile, including the ability to initiate and lead staff to achieve a culture of inclusivity where all students can access the curriculum and achieve learning growth.
Work with school staff to implement educational adjustments and targeted support for Tier 1, 2 or 3 students.
Play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of
information between services and schools.
Oversee and lead key personnel, including members of the learning support team, teaching and education support staff, responsible for the delivery of educational adjustments and targeted
support for Tier 2 or 3 funded students.
Have oversight of Individual Education Plans (IEPs) across the school, and ensure the school meets obligations for students required to have an IEP.
Identify and prepare an Individual Education Plan (IEP) for targeted students in collaboration with student, family, and classroom teachers. Build the capacity of key staff to develop IEPs.
Document IEPs on COMPASS and ensure that all staff are aware of these adjustments.
Promote a culture of high expectations and aspirations for the learning of students with a disability or additional needs.
Oversee, together with members of the learning support team, the transition of current PSD-funded
students to a Disability Inclusion Profile (DIP), including documentation and submission of DIP applications using DETlS Student Online Case System (SOCS).
Provide advice to school leadership on Tier 3, 2 and 1 students. Provide advice and support for Year Level Leaders and Teachers.
Oversee, together with members of the learning support team, educational assessments.
Oversee Student Support Group meetings, case management and targeted intervention and support House teams and relevant staff to convene Student Support Group (SSG) meetings at required intervals.
Liaise and provide support for staff leading exams and formal testing in defining and implementing special arrangements for identified Tier 2 and Tier 3 students
Develop, maintain and review policy documents relevant to inclusion. Maintain database of students receiving adjustments at the College, including the NCCD process
Ensure that the school's reporting and assessment is in line with any IEP or DIP requirements for each student.
In collaboration with the learning support team, plan and deliver professional learning, coaching and support to all staff to build capacity and understanding of inclusion principles, practices and
delivery, including:
Effective modification strategies and adjustments. Understanding neurodiverse learners.
Strategies for supporting students with specific learning disorders.
Liaise with the Business Manager to ensure Tier 3 Inclusion funding is received and acquitted as
per DE guidelines
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
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
- Teaching staff please ensure that you enter your VIT registration details in Recruitment Online
- 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 are provided.
- Detailed information on all terms and conditions of employment is available online at the Department's Human Resources website at www.eduweb.vic.gov.au/hrweb
- Shortlisted applicants will be required to provide the panel with proof of their teaching method qualification.
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.