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: 1494038
Northern Bay College
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:
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.
SELECTION CRITERIA
ROLE:
Northern Bay College is proud of the work that has been done to create a truly inclusive learning environment and program that provides increased accountability for the achievement of student goals and targets as documented in IEPs. Over the past four years the college has been a system leader in the development of practice and support in this space. This work has included the development of roles such as the College Inclusive Practice Leader - AP, Campus Learning Adjustment Coach (CT 2), and Classroom Education Support - ES.
The Campus Learning Adjustments Coach (LAC) will be a member of a designated campus team. They will play a crucial role in supporting educators directly in the learning environment on a daily basis to implement necessary adjustments for students with identified learning difficulties in order to enhance their learning experience. Campus LAC will be involved in the development of classroom curriculum content, scaffolding tasks, Disability Inclusion screening and learning adjustment support, coaching and co-teaching. An example of this could include targeted coaching of classroom support staff focused on the understanding and implementation of learning adjustments and/or identified academic goals - in both cases as documented within Individual Education Plans (IEP). The LAC will be responsible for the development of inclusive practice that is required to ensure students reach the targets and goals identified within their IEP.
The Campus LACs will be a member of the wider Campus Wellbeing and Inclusion Team, and as part of the broader College Inclusive Practices Team. This role will be directed and guided by the College Inclusive Practices Leader and the Campus Principal Team to ensure all students with identified disabilities and learning difficulties are well supported and resourced in the school environment.
Key Areas of Focus:
Responsibilities:
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
OTHER INFORMATION:
Applications must include:
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.