Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Classroom teacher
Location: Barwon South West - Greater Geelong
Reference: 1528220
KSC1 Demonstrated ability to lead and manage the implementation of school priorities.
KSC2 Demonstrated ability to lead the planning and implementation of HITS and PCMS in
response to student learning needs. Demonstrated ability to support teachers to evaluate the impact of teaching and learning programs on student learning growth.
KSC3 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.
KSC4 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.
KSC5 Demonstrated high-level knowledge and exemplary skills to lead, promote and facilitate a tiered approach to inclusive education for all students
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school. Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school¿s education program. Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Disability Inclusion Responsibilities
Be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these 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 (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs).
Prioritise resources and time to identify and consider the needs of students with disability and additional needs.
Have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP.
Ensure each student with disability and additional needs has a quality IEP, that meets at least level 2 of the IEP quality checklist rubric, through supporting/building capacity of teachers to develop quality IEPs.
Ensure the student has a voice in setting learning targets during the IEP process.
Determine whether other students with disability and additional needs could benefit from an IEP.
Review school processes for student support groups, personalised goal setting and IEPs.
Build staff capacity to understand, develop and implement IEPs.
Collaborate with services working in the school to deliver adjustments to students.
Ensure students with disability and additional needs have a learning mentor (they may also function as a learning mentor).
Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs.
Embed inclusion and disability expertise in strategic planning and recruitment practices of the school.
Embed evidence-based inclusive education and human rights obligations into school policies and plans.
Act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs.
Ensure full use of assessment for learning.
Ensure parent(s)/carer(s) understand the importance of supporting learning at home.
Disability Inclusion Specific Process Responsibilities
Lead contact for Disability Inclusion within their school, for example for the Disability Inclusion Regional Implementation Team.
Promote the implementation of all elements of Disability Inclusion at the school.
Register students who require a profile meeting.
Respond to any requests from facilitators for additional information.
Ensure Disability Inclusion profile meetings are booked for all students who require profile meetings.
Support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings.
Liaise with the school¿s Student Support Services key contact as required.
Where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings.
Ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting.
Oversee the Performance and Development (PDP) process for a group of staff, providing feedback and professional development support.
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
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.
BELL PARK NORTH PRIMARY SCHOOL PROFILE
Bell Park North is a well-established, standalone school servicing the Geelong suburb of Bell Park and surrounds with year levels from Foundation through to Year 6. We profile a significant multi-cultural component, and our families represent a vast array of different nationalities. Our school¿s continued success is a result of best practice in teaching and learning enabling the ongoing development of all children, both academically and socially, in preparing them for their future and ensuring the best possible learning outcomes and strong sense of well-being are achieved. The teaching and learning philosophy of all staff is aligned to the individual needs of each student using multi-disciplinary approaches and preferred learning styles which reflect current educational and technological trends.
Our team of enthusiastic and dedicated teachers and support staff are committed to implementing a whole school developed and consistent instructional model which aligns with the Victorian Teaching and Learning Model and strongly emphasises high expectations, delivering all learning experiences at a high standard. Students are encouraged and guided to be active participants in their learning by working with their teachers to set personal learning goals and strategies to achieve these. This helps students develop into self-disciplined, self-regulated, knowledgeable and independent learners.
We have continuously stayed abreast of technological trends to maintain a whole school focus on integrating Digital Technologies across the whole school to support children's learning. This has included the continuation of:
- A one-to-one iPad program
- The Robotics program and participation in the Geelong Schools¿ Robo Cup competition
- Developing students as safe and responsible digital citizens
- Progressive reporting through the COMPASS platform.
A strong focus on student voice and agency and rich educational programs provides children with a vast array of learning and leadership opportunities which assist students in becoming resilient, engaged and effective team members who are confident to integrate and deal with all situations.
These include programs such as:
- The ARTS (Performing and Visual)
- Physical Education
- LOTE- Japanese
- STEM Program (Incorporating activities within the curriculum areas of Science, Technology, Engineering, Maths)
- Swimming
Further supporting programs include:
- Intervention
- High Abilities Program
- A Year 5/6 6Camping Program
- A rich Transition program
- School Choir
- Puberty in Primary Schools Program
- Bike Education.
We are proud aim to support and enhance the mental and physical health and wellbeing of every member of our school community through programs / frameworks such as:
- Respectful Relationships
- Peer Support
- Buddies
- Resilience Project
-Social Emotional Awareness Learning (SEAL)
Students at Bell Park North Primary School are highly engaged in their learning and feed safe and valued within their environment.
These programs support our work around our school values:
- Friendship
- Respect
- Integrity
- Equality
- Never Give Up
- Do Your Best
- Safety
A Community Hub runs in our school which has been made possible with the support of Community Hubs Victoria and the Smith Family. The Hub provides many opportunities to our immediate school families and local community members such as Play Group, English Lessons and Parent Support Sessions.