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: 1544471
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.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
SC6 - Local Criterion: Northern Bay College is committed to ensuring students with identified learning needs receive effective, consistent and evidence-informed support to access and engage successfully in the curriculum. We seek a candidate with demonstrated capacity to deliver targeted teaching and intervention, scaffold and adjust curriculum, and implement IEP-aligned adjustments.
The successful candidate will work collaboratively with teachers and key stakeholders to monitor student progress, refine support and provide targeted intervention that enables learning and strengthens inclusive classroom practice for students with identified learning needs.
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 five to six 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 Practices -AP, Campus Learning Adjustment Coach, Campus Inclusion Support Coordinator, Learning Readiness Teacher and the Learning Enrichment Teacher.
The Learning Enrichment Teacher (LET) is a member of a designated campus team and plays an important role in supporting students with additional learning needs to access and engage successfully in the curriculum.
Teaching practices that are aligned with how students learn are the most effective in improving educational outcomes for all students. As learning is defined as a change in long-term memory, the Learning Enrichment Teacher works collaboratively with classroom teachers, Learning Adjustment Coaches (LACs) and Inclusion Support Coordinators (ISCs) to support students with Tier 3 funding and identified learning disabilities and difficulties.
The LET plays a critical role in supporting students to embed new concepts into long-term memory through targeted teaching, intervention and scaffolded learning experiences. Working directly with students within the classroom and in small-group settings, the LET implements evidence-informed adjustments and provides additional support to enhance student engagement, participation and achievement.
The Learning Enrichment Teacher contributes to the development of inclusive classroom curriculum, scaffolds learning tasks, and provides targeted intervention aligned to classroom learning. This may include providing students with multiple exposures to classroom concepts and tasks before, during and after classroom instruction to strengthen understanding, retention and application of learning.
The LET works closely with teachers to identify and implement appropriate adjustments that support student engagement, access and achievement. The role is responsible for delivering targeted support and inclusive practices that enable students to achieve the goals and learning targets identified within their Individual Education Plans (IEPs).
The Campus LET is a valued member of Northern Bay College¿s Teaching and Learning Team and forms part of the broader College Inclusive Practices Team. The role is guided by the Campus Principal Team , and the College Inclusive Practices AP to ensure students with identified disabilities and learning difficulties receive high-quality, evidence-informed support within an inclusive school environment.
Meet regularly with Stage of Learning teams, Campus PCO and the Campus LAC to review student needs, identify priorities and plan targeted Tier 2 and Tier 3 interventions.
Collaborate with classroom teachers, LACs and ISCs to identify learning needs, barriers to access and appropriate adjustments
Plan and deliver targeted, evidence-informed teaching and intervention aligned with classroom learning and identified IEP goals.
Use student assessment, progress and IEP data to plan targeted teaching and intervention.
Provide scaffolded learning experiences that break complex concepts and tasks into manageable steps.
Provide multiple exposures and opportunities for practice before, during and after classroom instruction to strengthen understanding, retention and application.
Support students through explicit teaching, modelling, guided practice and gradual release of responsibility.
Work directly with students within the classroom and in targeted small-group settings.
Adapt and scaffold classroom tasks, resources and learning experiences to increase access, engagement and participation.
Implement reasonable adjustments that support students to access the curriculum and demonstrate their learning.
Reinforce and consolidate key concepts and skills to support learning transfer and retention in long-term memory.
Contribute to the development of inclusive curriculum, differentiated learning experiences and accessible classroom practices.
Monitor student engagement, participation and progress and use this information to evaluate the effectiveness of intervention and adjust support.
Contribute relevant information to IEP development, review and monitoring, ensuring targeted support aligns with individual learning goals.
Maintain clear records of targeted interventions, adjustments and student progress to support ongoing review and decision-making.
Share effective strategies and build teacher capacity to support students with additional learning needs within the classroom environment.
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
Applications must include:
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.