Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Barwon South West - Greater Geelong
Reference: 1529816
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 EAL Victorian Curriculum and experience in responding to learning needs of EAL students.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how EAL students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing EAL student learning using the EAL Victorian Curriculum. Demonstrated experience in using data to inform teaching practice and providing feedback on EAL student learning growth and achievement to colleagues, 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 EAL 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.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
NBC EAL Programs
EAL Transition students in Year 1 ¿ Year 8 are withdrawn for specialist EAL English classes for 4 hours a week. The core EAL curriculum is set out in our EAL Scope and Sequence and our EAL Units of Work which have been planned by the EAL team each term. Within these documents EAL teachers differentiate learning tasks and activities according to student and group needs. The EAL Transition program focuses on skills EAL students need to be successful learners. These skills incorporate such as completing multi-modal tasks using iPads and laptops to further develop their English skills, as well as developing their digital technology skills. All tasks are scaffolded and differentiated using EAL pedagogical methodology.
EAL Students in Years 9 & 10 have 5 hours of EAL English which prepares students to make a smooth transition into EAL VCE English, and to have learning outcomes to select from a range of pathway choices. In the VCAL / Year 12 certificate program a holistic view is taken. Not only the student¿s academic ability but their future pathways and connection with study and work post - secondary school is taken into consideration.
NBC EAL Programs are varied to provide the skills students need to be successful in mainstream classes and enter their desired pathway.
Key Attributes
To be a successful applicant as a F-Yr 8 EAL teacher at NBC, you will need to demonstrate insights into planning and implementing a curriculum and have effective communication to collaborate with the EAL team and different learning communities. Also, you need an ability to give support to other teachers who teach EAL students in their mainstream classes, such as by offering pedagogical advice, and assistance in moderating learning and assessment tasks. Necessary experience includes demonstrating flexibility and effectiveness in the employment of High-Impact Strategies through differentiated pedagogy, assessment and feedback that caters for individual students¿ literacy needs and abilities with aligned EAL methodology.
As well as being an accomplished and dedicated teacher, other vital attributes are a flexibility to work across various year levels, and a passion for championing the cause of EAL students, their families and their communities to help ensure academic and wellbeing needs are being met. EAL teachers at NBC have qualifications to teach EAL English.
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
Northern Bay P-12 College (NBC) is rich in culture with one third of its students having a first language other than English. There are many Culturally and Linguistically Diverse (CALD) communities which benefit from the NBC EAL program. Many are from the Dari-Hazaragi/Persian/Pashto/Urdu, Karen/Karenni/Burmese/Thai, Nuer/Swahili, Arabic, Tamil/Hindi/Punjabi speaking communities who are refugees and migrants. EAL students at NBC are in the unique position to be supported by ten Multicultural Education Aides (MEAs) who speak these languages and support teaching and learning in the classroom. The EAL (English as an Additional Language) Transition program of NBC is an outstanding and innovative education program for Foundation - Year 12 students from CALD backgrounds. It is an education program which focuses on teaching EAL to CALD students after they have completed their intensive English studies at the Geelong English Language Centre (GELC) program or for students who require support with EAL. There are 450 students across the college who are assessed against the Victorian EAL Curriculum and receive an EAL Report.
The overall goal of the EAL program is to prepare EAL transition students to participate more confidently and effectively in mainstream schooling through:
provision of learning strategies and familiarity with the (meta language) language/frameworks/tasks for specific subject areas;
exposure to different genres as required for a variety of Key Learning Areas; and
exploration and consistent application of school-wide wellbeing practices
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.