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: 1544479
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 supporting students with complex learning, regulation and behavioural needs to successfully engage in learning. We seek a candidate with demonstrated capacity to assess student needs, deliver targeted interventions, implement effective adjustments, and support student readiness and regulation. The successful candidate will demonstrate strong knowledge of trauma-informed practice, SWPBS and PCMS, and work collaboratively with all key stakeholders to ensure consistent support, monitor progress and build student independence and participation in learning.
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 years 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 Enrichment Teacher (Tier 1-2 supports) and Learning Readiness Teacher (Tier 2-3 Supports).
The Learning Readiness Teacher (LRT) is a member of the designated campus team with primary pedagogical responsibility for supporting students with complex learning, regulation and engagement needs, particularly students requiring Tier 2¿3 behavioural supports. The role focuses on establishing the cognitive, emotional and behavioural readiness students require to successfully enter, engage in and remain within the classroom learning environment.
The LRT assesses complex student needs and designs and delivers targeted, individualised interventions that develop regulation, engagement, learning behaviours and readiness to learn. Working directly with students in classrooms and targeted small-group settings, the LRT provides explicit teaching, scaffolding and intervention aligned with IEPs, Positive Behaviour Support Plans and ECMPs supporting students to transition into and participate successfully in classroom learning.
The LRT works closely with classroom teachers, Learning Adjustment Coaches (LACs), Inclusion Support Coordinators (ISCs), Education Support (ES) staff and campus leadership to develop consistent, high-impact approaches for students with complex needs. The role provides pedagogical direction to ES staff and supports the implementation of targeted strategies that build student capacity, reduce barriers to classroom participation and progressively increase independence, engagement and successful inclusion in the classroom environment.
The Campus LRT 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 to ensure students requiring Tier 2¿3 behavioural supports receive high-quality, evidence-informed support within an inclusive school environment.
Key Areas of Focus:
Student Readiness & Targeted Intervention: Support students with complex learning, regulation and Tier 2¿3 behavioural needs to be ready to enter, engage in and remain in the classroom. Assessment, Planning & Monitoring: Assess student needs and develop, implement and monitor IEPs, Student Support Plans and Behaviour/Escalation Management Plans. Classroom Practice & Staff Capacity: Work with teachers and ES staff to implement consistent strategies and adjustments that support successful classroom participation based on trialled and explicitly taught adjustments and strategies.Collaboration & Coordinated Support: Work with LACs, MHWLs, ISCs, leadership, allied health and families to coordinate support and ensure consistent approaches. Promote student voice, independence and successful participation in learning.
Meet regularly with Stage of Learning teams; Campus PCO, the Campus LAC and Campus MHWL to to coordinate support for particular students requiring Tier 2¿3 behavioural supports.
Positive Climate: Cultivate a positive environment maintaining a minimum 6:1 positive-to-negative feedback ratio to build strong, trauma-informed rapport.
SWPBs & BSEM Alignment: Deliver Tier 2 and Tier 3 targeted readiness interventions that directly mirror and reinforce universal Tier 1 PCMS? School-Wide Positive Behaviour Interventions and Supports expectations.
Framework Expertise: Deep knowledge of trauma-informed practice (BSEM), PCMS, SWPBs frameworks, and the design of actionable IEPs/ECMPs.
Work collaboratively with classroom teachers and Education Support staff to implement and monitor reasonable adjustments that enable students to access the curriculum.
Consult with Campus Leadership, Campus Wellbeing + Inclusion Team, Learning Community Leaders and classroom teachers to review student needs, identify priorities and plan targeted Tier 2 and Tier 3 interventions.
Collaborate with Inclusion Support Coordinators and allied health practitioners to implement specialist recommendations and embed appropriate and practical adjustments within classroom programs and interventions.
Differentiated Interventions: Design and implement adjustments across sensory, communication, environmental, and behavioral domains as prescribed in student IEPs, Student Support Plans and specialist recommendations, ensuring equitable access to core learning.
Write, monitor, and update Student Support Plans and Escalation Management Plans (ECMPs).
De-escalation & Re-engagement: Lead de-escalation for dysregulation, applying Tier 2 and Tier 3 targeted interventions to return students safely to productive instruction.
Develop scaffolded learning resources and adapt classroom tasks to support students with additional learning and behavioural needs to participate successfully in learning.
Sensory strategies: Structure physical learning spaces to incorporate designated quiet zones, individual regulation toolkits, and structured movement breaks.
Readiness Pedagogy: Explicitly teach, model, and embed real-time self-regulation and executive functioning tools to build student readiness before dysregulation occurs.
ES Supervision & Direction: Direct and guide classroom ES staff in the day-to-day execution of student readiness and support plans, ensuring consistent and aligned approaches.
Family Engagement: Partner transparently with parents and carers to share regulation data, celebrate successes, and maintain consistent home-school strategies.
Behavioral Analysis: Maintain and monitor systems for recording accurate, objective data on behavioral triggers, intervention effectiveness, and out-of-class regulation duration, including campus based data. Ensuring Student Support Plans are developed, enacted and teachers and ES are supported to implement strategies.
DIP Accountability: Collate data logs, work samples, and observational evidence to represent student needs accurately during Disability Inclusion Profile (DIP) meetings and reviews.
Co-Regulation Resilience: Exceptional capacity to maintain a calm, grounded, and non-confrontational presence during high-intensity behavioral incidents.
Support students to develop learning goals, reflect on their progress and build independence, encouraging student voice and agency where appropriate.
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.