Courtenay Gardens Primary School is located in the South Eastern growth corridor. Student enrolments are currently at 840 from Prep to Grade 6. Specialist areas include Phys Ed, Science, ICT, Multimedia, Art, Music and LOTE.

Students come from a range of backgrounds with an increasing proportion having English as an additional language. Currently 48% of students have a background other than English. The school provides a structured EAL program to support these students.

The school values of honesty, respect, resilience and responsibility form an integral part of our school life. Students demonstrate these values each day through interactions with each other, staff, parents and visitors.

The school operates on a successful whole school approach to the teaching of Literacy and Mathematics. The school is proud of its outstanding learning environment where all students can actively participate and covers a wide curriculum using worldwide teaching programs. This has been the key for students achieving outstanding results in NAPLAN, external testing and school-based assessment.

The progress of our priority cohorts continues to be a focus and individual goals are set to support these students with their learning. The school focus is to ensure all students work towards achieving twelve months growth over the year.

The school is working on the following FISO areas:

Building practice excellence

• Embedding the culture of coaching and feedback to improve teacher understandings, knowledge and skills to positively impact students

• Developing teacher content knowledge and capacity to embed consistent and high impact strategies

Building Communities

• Continuing to develop communication and partnerships with the wider school community

Empowering students and building school pride

• Encouraging students to set high expectations for their own learning through goal setting and feedback

• Developing students’ ability to critically and creatively think and reflect upon their learning

• Building on students’ understandings and skills in using ICT

Teacher capacity and student learning continues to be a school focus and is strengthened through coaching in the areas of literacy, numeracy and ICT. Professional development for staff is regularly provided to deepen curriculum understanding and enhance best practice.

The school continues to have a strong emphasis on full time attendance in order to reach full learning potential and improve student engagement for social and emotional development. Student data is provided to parents in school reports and a staged response occurs for those at risk. The school implements a referral service for students in need of counselling and regular care meetings are held with outside agencies.

The school is committed to Child Safety practices and actively works to ensure the safety of all students at all times.

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.

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.

The role of classroom teacher may include but is not limited to:

- Attendance for this position will be required on a Monday, Tuesday and Wednesday

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Officer Specialist School is a new purpose built facility servicing the needs of students aged between 5-18, with mild to severe intellectual and associated disabilities in the shires of Cardinia and Casey; two of the fastest growing municipalities in Melbourne The school is built to cater for 272 students, and is fast approaching this number. There are 27 classrooms, visual and performance arts spaces, food technology (including the student run Shivering Chicken Café), multipurpose and withdrawal spaces and extensive therapy spaces. Areas for social gathering are also featured. With the expected growth, however, there is a likely need for these areas and spaces to be increased.

It is expected that teaching staff will work in teams that include therapists and assistants and be prepared to work with a diverse range of students.

Officer Specialist School aims to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. We believe that effective learning occurs when outstanding and innovative teaching staff provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.

Officer Specialist School believes that every child, irrespective of their disability, can and will learn in an environment of dignity and respect. It is the role of the school and its community to build on a child's strengths and talents to ensure that each child reaches their full potential. The school aims to develop students who are able to contribute to, and participate in all aspects of community life in a positive way. Students will develop a wide range of skills to enable them to live enviable lives as independently as possible.

The schools mission is to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.

Officer Specialist School and wider community has engaged in a comprehensive consultative conversation, to clarify its shared vision for education, appropriate for preparing students with additional learning needs for the future.

The outcomes of the consultative process are encapsulated within five key areas describing our vision:

1. Community

2. Values

3. Environment

4. Learning

5. Technology

Key underpinnings to each of these areas of our vision for the future include:

1. Community

Our school will be a family friendly centre of the community. It will be inclusive, valuing the diversity of community members. All members will share responsibility for the development of an inspired, educational community of independent citizens. There will be connections, service to and support from the wider community.

2. Values

We place importance on the need to be:

* Respectful, welcoming and supportive of all community members

* Open to facing the future with courage and aspiring to an enviable future for all students

* Prepared to celebrate success

3. Environment

Learning will be maximised within a safe environment, where students feel both motivated and empowered as they strive to be the best they can be. Environmental awareness will be promoted across the school community, fostering respect for personal and communal property and our environment

4. Learning

Lifelong learning will be fostered for all members of the school community. It will be both collaborative and independent, following individual pathways to the future. Diverse learning styles, interests and abilities will be catered for through flexible teaching styles. Learning will be through participation in engaging, meaningful curriculum incorporating both broad curriculum and relevant life skills. It will promote creative thinking and problem solving and participation.

5. Technology

Technology plays an important role in accessing the curriculum for students with additional learning needs. Augmentative communication devices, switches and individually tailored computer programs provide support for student learning.

PEDAGOGICAL PRINCIPLES

Pedagogical principles identified to support achievement of our vision are:

* The child is at the centre of all learning

* High expectations are held for and by the learning community and all members within it.

* Engagement will be facilitated through promoting thinking, active inquiry and relevant learning.

* Diverse learning styles will be catered for and supported through use of a wide range of teaching strategies and learning technologies

* Relationships are the key foundation to developing effective engagement with all members of the community. Interpersonal relationships and collaboration will be fostered within the school community.

The school philosophy will be enacted through the following structures:

* Community consultation, newsletters and forums

* Staff professional development and induction processes

* Ongoing curriculum development

* Parent and family support structures

The school community has a commitment to ensuring that our students are offered a high quality education enhanced by a caring and supportive environment. Parents and members of the community at large are welcomed to the school, and encouraged to participate in a range of activities and programs, including a very active Parents and Friends Association. Much emphasis is placed on educational opportunities, inviting the community to be involved to a greater extent in the school, and establishing the school as a focal point of the community. We value our family friendly culture.

(a) Vision and values

Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.

(b) Teaching and Learning

Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.

(c) Improvement, Innovation and Change

Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.

(d) Management

Demonstrated capacity to ensure that the school’s human, physical and financial resources are efficiently allocated and managed.

(e) Development

Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.

(f) Engagement

Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.

(g) Community Criterion

Demonstrate an understanding of how to engage with families, the school and the wider community to plan and implement a personalised learning experience across all stages of learning in a specialist setting.

The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.

At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.

The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.

The core accountabilities of all principals are to:

- ensure the delivery of a comprehensive education program to all students

- be executive officer of the school council.

- establish and manage financial systems in accordance with the Department and school council requirements.

- represent the Department in the school and the local community.

- implement decisions of the school council.

- contribute to system-wide activities, including policy and strategic planning and development.

- manage and integrate the resources available to the school.

- appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations.

- report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate.

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Rye Primary School 1667

Rye Primary School provides specialised programs and appropriate staffing levels for its current enrolment of 386 students.

Professional staff and supportive School Council have effectively fostered the school’s excellent reputation and image within its community. The school is committed to full participation in inter-school and community activities. Our school philosophy is firmly based on the belief that every student has the ability to learn and that this best occurs in a flexible, happy and positive environment. Learning is viewed as an active partnership between students, parents and the school staff. Our motto “Strive to Achieve” is strongly encouraged by all involved in our school setting.

The school receives excellent support from the community and parent involvement in all school activities is encouraged and welcome.

The extensions of students to their fullest potential by encouraging, recognising and rewarding achievement and effort is emphasised through curriculum planning and implementation.

The staff is involved in extensive professional development to observe and implement “best practice” in all aims and priorities in keeping with the Strategic and annual implementation plans to encourage and achieve better student outcomes.

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.

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.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Demonstrated knowledge and ability to operate an art program Foundation to Year 6

Wilandra Rise Primary School is a P-6 school located on 25 Aayana Street, Clyde North and is built under the Public-Private Partnership (PPP) development. WRPS is an excellent state of the art learning facility that brings together the best in contemporary educational design and promotes active student-centred learning through the creation of flexible, functional spaces. All teachers work in learning communities to create flexible teaching options in classrooms and to better cater for the individual needs of all students. The school upholds high expectations of all and provides an exciting and inclusive experience for staff, students and families. Wilandra Rise Primary School is committed to ensuring the safety of all students and will have zero tolerance of child abuse in any form.

At WRPS the child is at the centre and purpose of all that we do. Our teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs including ICT rich environments and Personalised Learning for all students. This innovative, rich and rigorous curriculum is delivered in a positive, stimulating and challenging learning environment where every child experiences success and develops a love of life-long learning. Our students are encouraged to explore their world through inquiry learning to become thinking, informed, resilient and self-directed learners who are able to be the best they can be and contribute actively to their community. The key components of the teaching programs at WRPS are the effective teaching of literacy and numeracy.

Our State of the art buildings consist of 4 Learning Communities, Learning Resource Centre, Netball Victoria Standard Stadium, Music Room and STEM facility. We also have a number of relocatable buildings currently being installed to account for the exponential growth of enrolments. Teachers work together to plan and teach a comprehensive curriculum and to provide rich learning environments for all students. Our programs are supported by contemporary resources and the latest research in teaching and learning. This research includes our whole school approach to teaching Systematic Synthetic Phonics.

The Victorian Curriculum forms a basis for teacher planning and curriculum implementation, based on interwoven strands of Disciplinary Learning, Interdisciplinary Learning and Physical, Personal and Social Learning. Specialist programs offered include Health and Physical Education, Visual Arts, Music, Auslan and Science

The school structure is organised around the stages of schooling. The Early Years caters for the learning and developmental needs of students in Foundation to Year 4 and is based on the principles of foundational learning. The students in Year 5 and 6 are part of the Middle Years of schooling with close links to local secondary schools. The Middle Years focuses on the needs of the emerging adolescent and independent learning. Each Learning Community will be organised around one of the stages of schooling. The school is committed to providing a range of learning experiences for each child. This structure will allow teachers to cater for a range of students, learning styles and individual needs, whilst encouraging peer interaction. A range of extra-curricular opportunities is offered to students, including music tuition, sporting teams, lunch clubs and elective programs.

Our Principal Class team pride themselves on their Instructional Leadership capabilities and willingness to embrace new initiatives. A strong leadership team collaboratively leads the school. A combination of expert, accomplished and graduate teachers create a dynamic staff structure. All Staff are heavily involved with the PLC instructional model and work together in small teams to put faces to data. Professional development and leadership capacity are driving forces at WRPS. Strategic on site professional development, professional learning teams and learning forums accelerate the continuous improvement of learning and teaching. The provision of school based pedagogical coaches further improve classroom practice and, ultimately, student achievement. Our commitment to the SEVR School Improvement Strategy is instrumental in driving our success.

The wellbeing of our students and staff is of the utmost importance to us and we are committed to ensuring the safety of all students and will have zero tolerance of child abuse in any form. The high calibre Student Wellbeing team, which consists of speech therapists, social workers, counsellors, child psychologist, ESO- Integration aides, DET, SSSO staff provides support and guidance for our students, staff and families.

The relationship between the staff, students and parents is a fundamental strength at WRPS. The school enjoys formidable Community involvement. Parent involvement and participation in a variety of school activities is a significant feature of our school life and is actively encouraged and greatly valued.

At WRPS we conduct Parent Information nights around how to best support children at home with literacy and numeracy. This benefits our students by receiving a consistent approach to learning both at school and home. There is a common community interest to work towards the provision of quality education for students at WRPS We strongly believe that working in partnership with the school community is essential to successful educational outcomes.

Our students are supported to become competent and efficient users of ICT. Professional Learning for staff in the area of ICT is a priority and a focus of the PD allocation.

We have a strong partnership with YMCA, who provides long day care, OHSC and the community centre provides community and children’s services in the one location where families need them most. Further links with the City of Casey and local kindergartens, network schools all of which strengthen our community involvement. CERES both fosters and develops our environment sustainability focus to allow students to p

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

SC6 Demonstrated knowledge of the CASES21 Administration system in DET schools.

SC7 The ability to operate in a calm, professional manner in a busy working environment with many interruptions.

SC8 Demonstrated administration and first aid experience in a PPP school environment.

[Attendance requirement for this position]

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Assist with enrolment documentation, record data and report to Principal.
- Preparation of weekly newsletter, upload to school website and Compass App for families.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Prepare/circulate school/parent communications via school's communication systems ie: Compass
- Maintain school emails.
- Ordering of office stationary and supplies.

- Maintain student and parent records

- Process student attendances, admissions, absences, accidents and transfers through CASES21 and Compass

- Sickbay support

- Other duties as required

*Supported by Business Manager

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

OFFICER SPECIALIST SCHOOL PROFILE

Officer Specialist School is a new purpose built facility servicing the needs of students aged between 5-18, with mild to severe intellectual and associated disabilities in the shires of Cardinia and Casey; two of the fastest growing municipalities in Melbourne The school is built to cater for 272 students, and is fast approaching this number. There are 27 classrooms, visual and performance arts spaces, food technology (including the student run Shivering Chicken Café), multipurpose and withdrawal spaces and extensive therapy spaces. Areas for social gathering are also featured. With the expected growth, however, there is a likely need for these areas and spaces to be increased.
It is expected that teaching staff will work in teams that include therapists and assistants and be prepared to work with a diverse range of students.
Officer Specialist School aims to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. We believe that effective learning occurs when outstanding and innovative teaching staff provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.
Officer Specialist School believes that every child, irrespective of their disability, can and will learn in an environment of dignity and respect. It is the role of the school and its community to build on a child's strengths and talents to ensure that each child reaches their full potential. The school aims to develop students who are able to contribute to, and participate in all aspects of community life in a positive way. Students will develop a wide range of skills to enable them to live enviable lives as independently as possible.
The schools mission is to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.
Officer Specialist School and wider community has engaged in a comprehensive consultative conversation, to clarify its shared vision for education, appropriate for preparing students with additional learning needs for the future.
The outcomes of the consultative process are encapsulated within five key areas describing our vision:

1. Community
2. Values
3. Environment
4. Learning
5. Technology

Key underpinnings to each of these areas of our vision for the future include:
 

1. Community
Our school will be a family friendly centre of the community. It will be inclusive, valuing the diversity of community members. All members will share responsibility for the development of an inspired, educational community of independent citizens. There will be connections, service to and support from the wider community.

2. Values

We place importance on the need to be:

* Respectful, welcoming and supportive of all community members
* Open to facing the future with courage and aspiring to an enviable future for all students
* Prepared to celebrate success

3. Environment

Learning will be maximised within a safe environment, where students feel both motivated and empowered as they strive to be the best they can be. Environmental awareness will be promoted across the school community, fostering respect for personal and communal property and our environment
 

4. Learning

Lifelong learning will be fostered for all members of the school community. It will be both collaborative and independent, following individual pathways to the future. Diverse learning styles, interests and abilities will be catered for through flexible teaching styles. Learning will be through participation in engaging, meaningful curriculum incorporating both broad curriculum and relevant life skills. It will promote creative thinking and problem solving and participation.

5. Technology

Technology plays an important role in accessing the curriculum for students with additional learning needs. Augmentative communication devices, switches and individually tailored computer programs provide support for student learning.

PEDAGOGICAL PRINCIPLES

Pedagogical principles identified to support achievement of our vision are:
* The child is at the centre of all learning
* High expectations are held for and by the learning community and all members within it.
* Engagement will be facilitated through promoting thinking, active inquiry and relevant learning.
* Diverse learning styles will be catered for and supported through use of a wide range of teaching strategies and learning technologies
* Relationships are the key foundation to developing effective engagement with all members of the community. Interpersonal relationships and collaboration will be fostered within the school community.

The school philosophy will be enacted through the following structures:
* Community consultation, newsletters and forums
* Staff professional development and induction processes
* Ongoing curriculum development
* Parent and family support structures

The school community has a commitment to ensuring that our students are offered a high quality education enhanced by a caring and supportive environment. Parents and members of the community at large are welcomed to the school, and encouraged to participate in a range of activities and programs, including a very active Parents and Friends Association. Much emphasis is placed on educational opportunities, inviting the community to be involved to a greater extent in the school, and establishing the school as a focal point of the community. We value our family friendly culture.

There is no additional attendance requirement over the school vacation period for this position.

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

- Manage the design and production of school publications and documents.
- Provide professional student support services, e.g. therapist and psychological and counselling services.
- Provide strategic advice on specific support services and their impact on students, school curriculum and services.
- Manage the use of and access to school resource and reference material.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

A tour of the school on Monday, 11th of February at 4.00pm, may be arranged by contacting the school on 59 432 800.

Context:

Barton Primary School is a new PPP (Public/Private Partnerships) school that opened on the first day of the 2017 school year. It is situated in the growth corridor of south east Melbourne in the City of Casey, 5km from the main street of Cranbourne. The school’s current enrolment is 544 students however the school is anticipated to grow to 750+ within 3-5 years. Currently we have 60% EAL student population. The school has been designed to create contemporary learning environments that facilitate learning and a learner centred approach. The school curriculum is based on the Victorian Curriculum

Barton Primary School is an exciting social infrastructure hub for the growing community. The school includes a Community Hub space which is managed by the YMCA after school hours to provide Outside School Hours Care services and other community programs to local families and residents.

Establishing the new Barton Primary School

The new school presents an exciting opportunity for the School Leadership Team and teaching staff to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students. There are high expectations for all members of our school community, including our students as we aspire to our values of Optimism, Success, Respect and Determination.

The over-arching drivers in our curriculum are personalising learning and increasingly building each child’s capacity to direct, influence and take responsibility for, their own learning.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a brand new school. This will include the need for extra work during the normal school year. It could also include the need for attendance and participation at staff activities or Professional Learning opportunities outside of normal hours.

The successful candidate for this position will be expected to support the work of the Principal in establishing a strong and positive culture in the early stages of our developing school.

Important information for applicants

• Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text is suggested for each selection criterion.
• Personal and other information should not exceed 2-3 pages.
• Applicants must make every attempt to lodge applications through Recruitment Online.
• In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at felsinger.andrew.a@edumail.vic.gov.au
• ***Hard copy applications are not required or encouraged.

• The applicant’s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
• Application attachments are preferred in PDF format.
• Microsoft Word (.doc or .docx) format is also acceptable.
• Compressed files such as .zip files are not compatible with the Recruitment Online system.
• Graphics and artwork are not encouraged and should be kept to a minimum.
• Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment.
• The names and contact details of up to three referees must be provided with the application.

Should you have further queries in regard to the position, please contact :

Principal Andrew Felsinger:

Phone: 03 87664000

SC1 Demonstrated high level knowledge and understanding of initiatives in student learning including the Practice Principles for Excellence in Teaching & Learning and the Victorian Curriculum and the ability to implement curriculum programs consistent with their intent.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated high level capacity to work in adaptable learning spaces that takes into account the individual learning needs of all students and embraces ICT & current pedagogical practices.

SC7 Demonstrated capacity to plan and deliver a high quality languages program- Spanish P-6.

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.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx