Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Health and allied health
Location: Barwon South West - Greater Geelong
Reference: 1500369
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.
Local Criterion Northern Bay College is committed to high levels of accountability in ensuring the early identification and prevention of student mental health concerns, and implementing a proactive approach to social emotional learning. We seek a candidate with demonstrated capacity in explicitly teaching social emotional curriculum as well as working alongside teachers to increase their efficacy in implementing evidence based social emotional curriculum and strategies.
Northern Bay P-12 College recognises that good mental health and social emotional learning in children is fundamental to their development, and that schools are the ideal platform for promoting positive mental health and social capabilities, as a result we have developed a proactive approach to mental health and social emotional learning by appointing a Mental Health Wellbeing Leader at each of the four P-8 campuses. These positions have been developed to support all educators to identify early signs of mental health concerns and to support student social emotional development, while also working collaboratively with members of the College Inclusion and Wellbeing teams. We seek a candidate with a demonstrated capacity and passion to work positively and visibly across our school, providing leadership and guidance for staff with a focus on team collaboration, development, and empowerment.
The core purpose of the Mental Health Wellbeing Leader is to provide leadership to all staff, promoting the importance of a positive and proactive approach to student mental health and wellbeing in the classroom.
Mental Health Wellbeing Leaders are qualified teachers and members of the College Inclusion Team, who work closely with the College Wellbeing Team to support the social and emotional learning of all students. As part of the initiative, Mental Health Wellbeing Leaders receive evidence-based training in mental health literacy, supporting student need, and building school capacity, and receive ongoing professional development through Communities of Practice.
Mental Health Wellbeing Leaders work under the direction of the College Inclusion Leader and the Campus Principal Team - working collaboratively with the Campus Wellbeing Team, teachers and staff. The role of the Mental Health and Wellbeing Leader is to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community.
Key Areas of Focus:
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:
The names, email addresses and contact details for three referees.
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.
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.