Environmental Context

The core purpose of Moorooduc Primary School is to create a caring, engaging, and inspiring environment where all students learn and fulfil their potential academically, socially, emotionally, and physically, so as to become responsible lifelong learners in an ever changing world.

Our learning community works together to create an environment that challenges and supports our students to thrive and contribute to our world by valuing; respect, confidence, getting along, organisation, persistence, resilience, inquiry, innovation, excellence, self-responsibility, lifelong learning, collaboration, diversity, global citizenship, and environmental awareness.

Our school provides an attractive, safe and stimulating environment in a semi-rural setting for approximately 270 students from both within and outside of our enrolment boundary. Many parents choose to bring their children to Moorooduc PS as they like the small and more intimate feel the school engenders. Our school has 15 equivalent fulltime staff. Two Principal Staff, 14 teaching staff and 6 educational support staff.

Teaching and learning at Moorooduc Primary school is evidence based and much of our direction comes from the work of Robert Marzano. His High Reliability School model drives a culture of continual school improvement and his “Art and Science of Teaching” is the instructional model behind our commitment to building the capacity of our teaching staff through a comprehensive Performance and Development Culture. The school has placed significant focus and resources into the concept of implementing a Professional Learning Community and maintains a laser like focus on the three big ideas of; a focus on Learning, a focus on collaboration and a focus on student results.

Our staff work together in collaborative teams focussed on learning, they have a constant commitment to the school's shared mission, vision, values and goals, collective inquiry, action orientation, continuous improvement and results orientation.

Above all else we want our student to feel happy and supported throughout the learning process and to this end the school works hard to deliver all of the elements of the Kids Matter Framework and the You Can Do It Program in a safe and secure learning environment.

In the period of this strategic plan the school has received capital works funding to modernise some of its teaching and learning spaces. The school offers before and after school care provided by Camp Australia.

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.

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.

Work with children in the PSD program

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

In addition to applying through Recruitment Online, please supply 3 hard copies of your application to Moorooduc Primary School. This can be done in person or by post to Moorooduc Primary School, Cnr Mornington-Tyabb Road & Derril Road, Moorooduc, Vic, 3933. Hard copy applications must be received by the online closing date of this advertised position. However, your application will not be adversely affected if you are not able to supply hard copies of your application by the due date.

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

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. The school is built to cater for 272 students. There are 27 classrooms, visual and performance arts spaces, food technology, multipurpose and withdrawal spaces and extensive therapy spaces. Areas for social gathering are also featured.
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. 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.

SC1 Demonstrated understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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 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 understanding of curriculum to enable the implementation of individual learning plans that assist students with an intellectual disability to achieve positive outcomes

SC7 Demonstrated understanding of the development and implementation of effective behaviour management programs for students with challenging behaviours

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.

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be 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

- 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

Background to the College

Alkira Secondary College is designed and built for our growing community. Established in 2009, Alkira is one of the first Public Private Partnership schools under the Partnerships Victoria in Schools model. As a government secondary college, we are fortunate to have facilities that are 5-star energy rated and have a focus on sustainability. Our award winning facilities are modern, agile and built for pedagogical purpose. We have grown to 1265 students and have emerged as an active member of the Casey network of schools.

The school vision “to secure the entitlements of every student” reflects our responsibility to establish a place in our community, providing personalised learning in a happy learning environment while supporting our shared values of respect, integrity, care and excellence.

Our students have access to a wide range of academic, social and leadership programs including Alkira Sports Academy, Alkira Masterclass and student coursework support program, Alkira Creative Arts Program and the Victorian Young leaders to China Program. We are a Confucius Classroom school in partnership with Melbourne University Confucius Institute. We also share a partnership with our local RSL, Vietnam Veterans Association, RAEME, SEJFL AFL and Courage to Care.

A SWIS (schools within school) model was implemented to strengthen the notion of personalised learning and understanding and building positive relationships. It was also the best way to support the professional development of staff ensuring goal congruence, as our culture developed.

Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and sub school support team continues to plan for student improvement.

An orderly learning environment is supported by high and consistent expectations and the use of a behaviour management process that supports a student’s right to a safe and secure learning environment, and a teacher’s right to direct and establish such an environment. The program is very successful as it focuses on students’ work and provides an opportunity for reflection and involves a restorative process.

Pathway programs are established in years 10 -12 and include opportunities for students to be involved in VCAL or VCE and supplement their programs with a VET program in their chosen vocational area. The College opened a Hospitality centre in 2017 as part of the Cranbourne Regional Trade Training Centre.

The College has International school status and welcomes international students each year. We have developed an extensive international partnership or network of sister schools in China, India and Korea. Alkira has a teacher professional partnerships with Japan and Korea and a leadership network with Singapore.

We have embraced 21C learning and are looking to implement a full BYOD program. A more purposeful pedagogical response to BYOD is being explored and will be included in future teaching protocols.
 

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

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.

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

Referees:

Up to three (3) referees with current contact phone numbers and email address should be provided with your application.

It is also expected that all staff appointed to the College maintain Professional Dress standards while on duty and have a sense of occasion

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.