Ouyen P-12 College

Ouyen P-12 College was formed in 2009, combining the former Ouyen Primary and Secondary Schools. Both schools brought with them a proud history of achievement and pride in the academic, sporting and extra-curricular programs.

The school has an enrolment in 2020 of 210 students. The school boasts not only a strong record of student achievement, but also high levels of student engagement and satisfaction.

Ouyen P-12 College provides a comprehensive curriculum aimed at preparing students for the 21^st Century, allowing students to develop academically, socially and emotionally to meet the needs of a changing society.

The school has an exemplary record in regards to student leaving the college to attend tertiary education, gain apprenticeships or engage in meaningful employment. There has been significant work done to ensure students have adequate pathways to achieve their aspirations, with a wide range of VCE, VCAL & VET subjects available.

Ouyen P-12 College prides itself on being a showcase for other rural and remote schools catering for students from Foundation to Year 12.

Ouyen P-12 has a thorough Sports program that allows students opportunities to represent the school at regional and state level. Lunchtime and after-school training sessions, funded transport to representative carnivals and designated Physical Education, Health & Sports programs, support this program.

We have a structured public speaking and debating curriculum that allows our students opportunities to participate in competitions across the state.

Teacher Employment

Ouyen is situated in the North-West of Victoria, close to the South Australian and New South Wales borders. The township has a population of around 1,000 people, with the district housing around 2,000. We have highly affordable teacher houses and a range of Health and Community services available in town.

The town has also recently built a lake on the outskirts of town, perfect for fishing and skiing. We also have access to a range of sports, with local teams competing in football, netball, cricket, tennis, basketball and lawn bowls.

Working in a rural school allows greater opportunities to gain experience across a wide range of areas. Our students are friendly and respectful, with high standards of student behaviour that allow more time to be spent teaching, and less with student management.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

This leading teacher role will focus on Student Voice & Agency, while also being repsonsible for Daily Organisation throughout Ouyen P-12 College.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Beverford District Primary School currently has 35 students. The school is located 14 kilometres north of Swan Hill on the Murray Valley Highway, servicing families in Swan Hill as well as Tyntynder, Vinifera, Woorinen, and Nyah districts. Our bus runs from the Swan Hill township to Vinifera and
services everywhere in between.

Set back from the highway along school road, the grounds are spacious, well maintained and well set out. The features of the grounds are a large deck
area, undercover basketball court, extensive adventure play equipment, oval and covered gaga ball pit. The school was renovated seven years ago in a
modern and flexible learning environment with open and collaborative spaces. The school also features a multi-purpose room where specialist subjects are taught.

With small class sizes the school offers individualised learning programs for all students. Every teacher knows every student, this means that together
strengths can be nurtured and needs fostered. Three classrooms operate in the morning for English and Mathematics and in the afternoon specialist subjects are run in two groups. The school is a strong learning community with high expectations on teaching and learning as well as student behaviour.
Students are supported by our school values of Respect, Resilience and Responsibility.

The School Vision is: "We work together to develop potential."

We - conveys a sense of unity between students, teachers, support staff, parents and the community.
Work together - acknowledges that all stakeholders have an investment in and responsibility for having a productive school, and that partnership of teachers with other teachers, with parents and with students will always result in better outcomes for each student when compared to teachers working in isolation.
To develop potential - recognizes that there is no limit to the achievement possible, recognizes that development occurs academically, socially, physically and emotionally.

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

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• A minimum commitment of 2 years employment in this position
• The incentive is payable to the successful candidate who meets requirements for relocation as set out on https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available at https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

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

This position attracts an incentive payment of $50,000 (pro rata: $40,000 @ 0.80 FTE) (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pro rata: $7,200 @ 0.80 FTE) (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Additional relocation assistance may be available upon appointment to the position.

More information about Targeted Financial Incentives is available at https://www.education.vic.gov.au/about/careers/teacher/Pages/targeted-initiative-attract-more-teachers.aspx

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Beverford District Primary School currently has 35 students. The school is located 14 kilometres north of Swan Hill on the Murray Valley Highway, servicing families in Swan Hill as well as Tyntynder, Vinifera, Woorinen, and Nyah districts. Our bus runs from the Swan Hill township to Vinifera and services everywhere in between.

Set back from the highway along school road, the grounds are spacious, well maintained and well set out. The features of the grounds are a large deck area, undercover basketball court, extensive adventure play equipment, oval and covered gaga ball pit. The school was renovated seven years ago in a modern and flexible learning environment with open and collaborative spaces. The school also features a multi-purpose room where specialist subjects are taught.

With small class sizes the school offers individualised learning programs for all students. Every teacher knows every student, this means that together strengths can be nurtured and needs fostered. Three classrooms operate in the morning for English and Mathematics and in the afternoon specialist subjects are run in two groups. The school is a strong learning community with high expectations on teaching and learning as well as student behaviour. Students are supported by our school values of Respect, Resilience and Responsibility.

The School Vision is: "We work together to develop potential."

We - conveys a sense of unity between students, teachers, support staff, parents and the community.
Work together - acknowledges that all stakeholders have an investment in and responsibility for having a productive school, and that partnership of teachers with other teachers, with parents and with students will always result in better outcomes for each student when compared to teachers working in isolation.
To develop potential - recognizes that there is no limit to the achievement possible, recognizes that development occurs academically, socially, physically and emotionally.

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• A minimum commitment of 2 years employment in this position
• The incentive is payable to the successful candidate who meets requirements for relocation as set out on https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available at https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

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

This position attracts an incentive payment of $50,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Additional relocation assistance may be available upon appointment to the position.

More information about Targeted Financial Incentives is available at https://www.education.vic.gov.au/about/careers/teacher/Pages/targeted-initiative-attract-more-teachers.aspx

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Woorinen District Primary School is a small rural school located eleven kilometres North West of Swan Hill that provides a rural atmosphere with active involvement from the wider school community. The enrolment for 2020 is 91 students. Most students live in the town or surrounding areas of Woorinen South. A number of students travel from outside the area each day from up to 30km away to access the programs offered by the school. Enrolments show an upward trend.

Staffing includes a Teaching Principal, five full time and three ESO Integration Aides. A Business Manager works part time, IT technician visits weekly, MARC van visits weekly, and a part time maintenance worker and gardener are also employed by the school. The school receives support from District SSO Staff and the Visiting Teacher Service.

Woorinen District Primary School has maintained a strong reputation for working effectively with students and endeavours to develop each child’s talents and level of excellence in all educational activities to enable them to reach their full potential. Students have been enrolled from outside the normal catchment area to take part in the programs which the school offers. Families are attracted by the caring, family style of education.

The school has outstanding facilities. The school openly invites the community to use the grounds for recreation, building a barbeque area for the community to use and a multipurpose court. The grounds are exceptional with School Council actively working to surround their buildings with gardens and learning areas.

Classroom teachers are responsible for teaching a specialist subjects, which are Physical Education, Technology, Wellbeing and Arts which are taught.

Classes are small with students enjoying access to individual attention. Two SSO Integration Aides working with individuals and small groups of students.

The school is active both within the educational community and the wider community providing organisation of and active involvement in a wide variety of programs and projects. The school has a high profile in the community actively seeking opportunities to promote and celebrate events and programs in the local media. 

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

- 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Inclusive Compassionate Progressive Accountable

Make a difference by joining the headspace Swan Hill team.

Mental Health Clinician/Counsellor TWO POSITIONS

Applications for these positions are invited from Social Workers , Psychologists , Occupational

Therapists, Provisional Psychologists and other candidates with relevant

qualifications/experience. University students graduating in 2020 are welcome to apply.

The primary role of the Mental Health Clinician/Counsellor is to work within the headspace

multidisciplinary team providing early intervention mental health support to young people aged

12-25 years and their family and friends. The position will conduct psychosocial assessments

and deliver evidence-based short-term psychological interventions.

This is a fixed-term position (18 months from commencement and ongoing employment may be

available at the end of the fixed term dependent on program funding).

Benefits of the role also include the provision of supervision in addition to the salary for

psychologists and provisional psychologists.

Applicants may also be eligible for Retention and Relocation Support (see the Position

Description for more information).

Salary: $64,906 - $98,285 per annum (salary range for relevant classifications, salary

dependent on qualifications and experience).

The Lead Agency of headspace Swan Hill is Swan Hill District Health.

Any enquiries? Please contact Ian Johansen, headspace Swan Hill Manager on

ijohansen@shdh.org.au or 03 4010 7100.

Applications including the names of three referees should be forwarded to: Human Resources

Manager Email: Employment@shdh.org.au or address to Human Resources Manager, Swan

Hill District Health, PO Box 483, Swan Hill 3585, Victoria. Email applications are preferred.

Applications will only be accepted if they provide a cover letter, resume, responses to the Key

Selection Criteria and a completed Application for Employment.

Closing Date: 11.59pm, 30 September 2020.

Position Description - headspace Swan Hill Mental Health Clinician/Counsellor

Position Description

Mental Health Clinician/Counsellor

Location headspace Swan Hill

Classifications Social Worker or Occupational Therapist

Allied Health Professionals (Victorian Public Health Sector) Enterprise Agreement

2016-2020

Psychologist

Victorian Public Health Sector (Psychologists) Enterprise Agreement 2017-2021

Provisional Psychologist 5+1

Victorian Public Health Sector (Psychologists) Enterprise Agreement 2017-2021

Other Relevant Discipline

Salary Salary in accordance with the appropriate Enterprise Bargaining Agreement.

$64,906 - 87,287 per annum (salary range of possible classifications)

Retention and Applicants may be eligible for retention and relocation support.

Relocation Support headspace Swan Hill Retention Support Program

Rural Workforce Agency Victoria Relocation Support

Hours Full time, 40 hours per week (1.0 FTE)

Hours of Work 9.30am - 6.00pm, Monday to Friday

Accrued Day Off every four weeks

Term Fixed Term - 18 Months from appointment

(Ongoing employment may be available at end of fixed term dependent on

program funding)

Direct Employer Swan Hill District Health is the Lead Agency for headspace Swan Hill

Applications Close 27 September 2020

POSITION SUMMARY

The primary role of the Mental Health Clinician/Counsellor is to work within a multidisciplinary team

providing early intervention mental health support to young people aged 12-25 years.

This position will deliver evidence-based short-term psychological interventions to young people

with mild to moderate mental health issues. These services will be provided to young people in

stages 0-2 in the clinical staging model for early intervention youth mental health services. This will

include conducting assessments and developing care plans in conjunction with the young person

and identified family, friends and professionals. The role will also include care coordination support

to young people, facilitation of groups, and community engagement work.

The Mental Health Clinician/Counsellor will collaborate with other staff and agencies to ensure a

holistic approach to the young person’s care. The Mental Health Clinician/Counsellor will ensure

headspace National Youth Mental Health Foundation Ltd.

Position Description - headspace Swan Hill Mental Health Clinician/Counsellor

that young people have pathways to access to a range of services relevant to their health, housing,

social and developmental needs.

We are looking for enthusiastic and optimistic applicants that are passionate about working with

young people, responsive, and intent on providing positive outcomes for young people, their family

and friends.

To find out more about headspace, headspace Swan Hill and Swan Hill District Health visit

headspace.org.au, headspace.org.au/headspace-centres/swan-hill/ and www.shdh.org.au.

KEY RESPONSIBILITIES

Collaborative Mental Health Services

Undertake headspace psychosocial assessments and make recommendations for future

support.

Provide short-term evidence-based psychological interventions to young people with mild to

moderate mental health issues (stages 0-2 in the clinical staging model for early

intervention youth mental health services) in partnership with identified family, friends, and

workers.

Develop, review, and close Shared Support Plans in partnership with young people, their

family and friends and other service providers.

Assess, monitor, and manage clinical risk in consultation with the Senior Clinician/Manager.

Deliver individual, group, and family therapies.

Provide care coordination services.

Collaborate with the headspace team, partner organisations, and stakeholders to provide

the best possible outcomes for young people.

Participate in regular headspace meetings and clinical and management supervision.

Develop clinical practice knowledge and expertise through active learning.

Maintain clinical records and minimum data set requirements in line with organisational

policies and professional standards.

Relieve the reception role - responding to service enquiries, screening new referrals, and

booking appointments as needed.

Community Engagement

Work as a part of the headspace team to represent and promote headspace at community

awareness and youth engagement events.

Deliver presentations to youth or community groups utilising headspace generic

presentations.

General

Build and maintain effective relationships with key stakeholders involved in the provision of

health, mental health, and psychosocial services to young people to enable integrated

service delivery.

Promote the positive reputation of the organisation.

Participate in relevant training and development activities as an effective team member.

Participate in quality and service improvement activities.

headspace National Youth Mental Health Foundation Ltd.

Position Description - headspace Swan Hill Mental Health Clinician/Counsellor

Other duties consistent with the position where required and/or requested by management

from time to time.

RELATIONSHIPS

The position holder will be required to develop and maintain positive and effective working

relationships with a broad range of people and organisations. They must positively represent

headspace to the public, community, government and other organisations.

Reports To headspace Swan Hill Senior Clinician

Internal Relationships headspace Swan Hill staff

Swan Hill District Health staff

Youth Reference Group members

External Relationships Young people and their family and friends that access the centre

Local youth, health, and community service providers and staff

Consortium partner organisations and staff

KEY SELECTION CRITERIA

Successful applications will complete and provide all of the following:

1. a cover letter,

2. résumé,

3. responses to each bullet point under Qualifications and Registrations , Personal Attributes ,

Key Selection Criteria , and Desirable Experience (if able), and a

4. Swan Hill District Health Application for Employment Form available from

shdh.org.au/employment/vacancies/.

Qualifications and Registrations

Bachelor qualification in a mental health discipline including:

o Psychology (and registered as a Provisional Psychologist or Psychologist with the

Psychology Board of Australia).

o Social Work (eligible to be registered with the Australian Association of Social Workers).

o Occupational Therapy (Registered with Allied Health Practitioner Regulation Agency).

o Other relevant discipline.

headspace Swan Hill uses the Victorian Public Service Employment Capability Framework to assess roles

and the capability of candidates. In preparing your responses to the Key Selection Criteria please click here

for more information on the framework and the “Levels” shown.

Personal Qualities

Teamwork - Co-operates and works well with others in the pursuit of team goals. Collaborates

and shares information, showing consideration, concern, and respect for others.

Accommodates and works well with the different working styles of others and encourages

resolution of conflict within the group.

headspace National Youth Mental Health Foundation Ltd.

Position Description - headspace Swan Hill Mental Health Clinician/Counsellor

Customer Focus - Listens to people and actively seeks to meet their needs. Seeks ways to

improve services. Committed to delivering high quality outcomes for young people, their family

and friends.

Knowledge and Skills (Some at Level B and most at Level C)

Interpersonal Skills - Detects the underlying concerns, interests or emotions that influence what

is said or being done. Presents as genuine and sincere when dealing with others. Projects an

objective view of another’s position and gets the best outcomes for individuals and

organisations.

Service Excellence - Uses understanding of the young person or stakeholder’s context to tailor

services and ensure a high quality response. Looks beyond the obvious to provide outstanding

levels of service.

Problem Solving - Seeks all relevant information for problem solving. Analyses issues from

different perspectives and drawing sound inferences from the available information. Identifies,

proposes, and implements workable solutions to problems.

Verbal Communication - Clearly understand the target audience and the purposes of

communication. Uses feedback to refine communication and ensure it is understood. Handles

difficult and sensitive communications.

Computer Skills - Understands the purpose of, and is able to use, common software

applications for work processing and email.

Desirable Experience (Optional)

Experience working with young people aged 12-25 and/or the primary mental health sector.

Demonstrated practice using focussed psychological strategies.

WORKPLACE POLICIES AND PRACTICES

All Swan Hill District Health employees are required to familiarise themselves with the

organisation’s policies and procedures and to abide by them at all times.

Our Purpose: Connected Care / Best Experience

SHDH commits to meet the growing health care needs of our community

through our new vision to provide better connected care and to achieve

the best care experience.

Continuous Quality Each staff member is expected to demonstrate a commitment to best

Improvement: practice.

All staff shall take responsibility for their own practice and share

responsibility for creating and maintaining a system that provides safe,

high quality health care.

All staff will participate in quality improvement activities aimed at

improving patient outcomes and maintaining accreditation standards.

It is the responsibility of every staff member to be familiar with Health

Service-wide and specific Department Policies and Protocols

We recognise diversity is part of every person and as such providers of

health care must be actively involved in developing models of care that

are person centred.

Person Centred Care: The Health Service supports in its values the philosophy of Person Centred

Care to ensure all people, including health service providers, clients, their

headspace National Youth Mental Health Foundation Ltd.

Position Description - headspace Swan Hill Mental Health Clinician/Counsellor

carers and family members are respectfully cared for and encouraged to

participate in the provision of quality health care. Recognise diversity is part

of every person & as such providers of health care must be actively

involved in developing models of care that are person centred.

Infection Control: Each staff member has a responsibility to minimise exposure to incidents

of infection/cross infection of residents, staff, visitors and the general

public.

The risk minimisation strategies are to be supported by all staff

adhering to the Infection Control Manual policies, procedures and

guidelines.

Privacy and SHDH is committed to protecting young people, their family, friend and staff

Confidentiality: privacy and confidentiality, as it is an important aspect of our commitment

to providing high quality services. In accordance to both the Health Records

Act and the Information Privacy Act, information should only be used and

disclosed for the primary purpose of its collection.

Each employee has a responsibility to adhere to SHDH’s Privacy and

Confidentiality Policy, as it is a condition of employment. Any breach of the

rules of privacy and/or confidentiality relating to health service business,

patients or medical records will result in disciplinary action.

Mandatory Training: All employees must be aware of and complete designated mandatory

training within the required time frame.

Safety: It is the responsibility of every staff member to:
Take reasonable care for your safety and the safety of others while at

work.

Report accidents, incidents and potential hazards as soon as

reasonably practicable to your supervisor and record on VHIMS

reporting system.

Advise your supervisor if you have an injury or illness that may affect

your ability to perform the inherent requirements of your position.

Be familiar with emergency and evacuation procedures as detailed in

the Emergency Procedures Manual.

Complete all Mandatory training requirements as identified and

directed.

Comply with the Occupational Health and Safety Act and all SHDH

O.H. & S. online Policies and Procedures.

Asset Management: Staff with asset management responsibilities are required to adhere to the

Asset Management Policy and Protocols.

Review: Completion of My Work Plan on a yearly basis.

Other Requirements: The position holder will:
Have a current Working with Children Check and National Police

Check**.

Maintain a current driver’s license**.

Maintain eligibility to work in Australia**.

Participate in a six-month probationary period.

** Evidence must be provided prior to appointment.

SWAN HILL DISTRICT HEALTH AND GENERAL INFORMATION ABOUT SWAN HILL

For more information on How to Apply go to www.shdh.org.au/employment/how-to-apply.

headspace National Youth Mental Health Foundation Ltd.

Position Description - headspace Swan Hill Mental Health Clinician/Counsellor

For more information about life in Swan Hill click here.

Further enquiries

To find out more about this position and the application process, please direct your enquiries to Ian

Johansen, headspace Swan Hill Manager on 03 4010 7102 or ijohansen@shdh.org.au.

Approved by: headspace Swan Hill Manager

Date Approved: 20200904

Manager Name:
Manager Signature: Date:
Employee Name:
Employee Signature: Date:
headspace National Youth Mental Health Foundation Ltd.

Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In 2020 780 students are enrolled at the College supported by in excess of 100 teaching and non teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.

The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the recent additional of the technology hub which includes VR, 3D printers and green screen.

The College Leadership Team comprises of the Principal, two Assistant Principals, the Business Manager and seven Leading Teachers with specific portfolios.

The college has made a real commitment by improving literacy by introducing an intervention program and a reading program at Year 7 and 8. Similarly, our numeracy programs include, scaffolding numeracy early years, a focus on problem solving and a recent introduction of the online Maths Pathways program. With the focus in these areas being the individual student growth.

Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.

The College has a well developed and highly effective student wellbeing structure. The Student Wellbeing Team includes three counsellors, a chaplain and a College nurse. Network support staff also support this team. Doctor in Schools commenced in 2018. The two sub-schools, Junior and Senior, allows for strong links and support with students and families and also a healthy team spirit about the school. A team of College Captains, Junior Captains, House Captains and PBS leaders, also supports the student body.

The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning. The program is very successful and had given many students the chance to continue their education.

The College provides a very broad curriculum and an array of additional programs. At the senior level students choose from both the VCE and VCAL programs and a large number integrate Certificate level studies from our extensive VET offerings. At the Middle School a wide range of electives are offered with both an engagement and career pathway focus. Junior School students undertake a standard curriculum with a focus on General Studies and Maths /Science. The College offers an extensive Sport and Recreation program. The Performing Arts continue to grow utilising our state of the art Harrison Theatre, with students studying Dance, Drama and Music.

At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.

Our College enjoys considerable parent and community support in our vibrant rural setting.

Student engagement, aspirations and welfare are the key focus for the College and wider community. The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.

The College’s Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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

Appointees to this position may be eligible for an incentive valued at $4,000 paid after commencement of employment. All incentives are characterised as taxable income.

• 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

No job description available

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In 2020 780 students are enrolled at the College supported by in excess of 100 teaching and non teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.

The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the recent additional of the technology hub which includes VR, 3D printers and green screen.

The College Leadership Team comprises of the Principal, two Assistant Principals, the Business Manager and seven Leading Teachers with specific portfolios.

The college has made a real commitment by improving literacy by introducing an intervention program and a reading program at Year 7 and 8. Similarly, our numeracy programs include, scaffolding numeracy early years, a focus on problem solving and a recent introduction of the online Maths Pathways program. With the focus in these areas being the individual student growth.

Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.

The College has a well developed and highly effective student wellbeing structure. The Student Wellbeing Team includes three counsellors, a chaplain and a College nurse. Network support staff also support this team. Doctor in Schools commenced in 2018. The two sub-schools, Junior and Senior, allows for strong links and support with students and families and also a healthy team spirit about the school. A team of College Captains, Junior Captains, House Captains and PBS leaders, also supports the student body.

The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning. The program is very successful and had given many students the chance to continue their education.

The College provides a very broad curriculum and an array of additional programs. At the senior level students choose from both the VCE and VCAL programs and a large number integrate Certificate level studies from our extensive VET offerings. At the Middle School a wide range of electives are offered with both an engagement and career pathway focus. Junior School students undertake a standard curriculum with a focus on General Studies and Maths /Science. The College offers an extensive Sport and Recreation program. The Performing Arts continue to grow utilising our state of the art Harrison Theatre, with students studying Dance, Drama and Music.

At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.

Our College enjoys considerable parent and community support in our vibrant rural setting.

Student engagement, aspirations and welfare are the key focus for the College and wider community. The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.

The College’s Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au

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

No job description available

• 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

No job description available

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Vision

Kerang Technical High School aims to provide a stimulating environment in which students will be encouraged to achieve their maximum potential in all areas of study and personal development.

Values
Kerang Technical high School strives to provide educational opportunities, within a caring supportive and inclusive environment, which permits all students to do their best. We aim to create good citizens who are ready to pursue a productive life in a constantly changing world.

The three broad objectives of Kerang Technical High School are:
Achieve our potential by striving for personal excellence in a wide range of learning experiences.

Build quality relationships in a safe, secure and respectful environment.

Cater for individual differences whilst demonstrating tolerance and pride in our diverse community.

Context

Kerang is strategically positioned on the highway network between Swan Hill, Echuca and Bendigo in the productive Northwest irrigation area of Victoria.
The town has a population of over 4000 and Kerang Technical High School draws its students from the town and the wider district, which has a population of over 12,000. The main industries in the area are Agriculture, Dairy Farming, Engineering and Horticulture so many of our students come from a farming background. The three nearest centres with larger populations are Swan Hill, Echuca and Bendigo, which meet the added needs for goods, services and entertainment.

KTHS draws its students from six primary schools; Kerang Primary School, Kerang South PS, St. Joseph's PS, Kerang Christian School, Koondrook PS, Murrabit Group School and Lake Charm. There is a strong network between the secondary school and the feeder schools with combined Professional Development Days and involvement in the Year 6 to Year 7 Transition Program. Given the geographic spread of the student catchment area, a significant number of students are transported to school by bus.

The school began as a Higher Elementary school in 1913 and was proclaimed a High School in 1919. The Technical component was added in 1973 from which time the school has been known as Kerang Technical High School. The Technical Wing has been a strong feature of KTHS. It caters for students in Woodwork, Automotive, Engineering, Welding and Metalwork. The facilities, the enthusiastic “Tech” staff and the pathway offered by the Technical Wing have ensured that it is an important component of the school and community. More recently the school has undergone a refurbishment plan with both the red brick building and the Library being upgraded to better reflect the learning needs of the students at KTHS. In 2018 a new Food Technology learning space and canteen were completed allowing the school to offer VET Hospitality.

KTHS sits in 19 hectares of sporting fields, lawns and gardens. McLeod Oval is the main sporting area and an athletics track has been constructed with the joint assistance of the Kerang Little Athletics Association. The School’s facilities are available for use by the community. Thornely Hall is used extensively for Community events as well as School occasions.

The school is well equipped with a Library and an excellent Canteen. We have over 30 desk top computers, both in rooms and in “pods”, and at present KTHS is in the fortunate position of being able to provide 5 Netbook trolleys of 20 computers making every classroom a computer room.

The organizational structure of the school is both vertical and horizontal. There are two Houses, which are vertical in structure, led by two House Managers. Home Group meetings are organised through the House system, as is the Athletics and Swimming carnivals. The Year Level Co-ordinators monitor the progress of the students and assists with the welfare and discipline matters. The school is also divided into Junior and Senior School for curriculum planning and delivery purposes. Two senior members of staff manage the ‘sub schools’.

The school has a teaching staff of 29, a quarter of who work on a part-time basis. Seventeen School Services Officers and School Council Employees complement the teaching staff as Administrative Support, Librarian and Library Technicians, Science Laboratory Technician, School Chaplain and Youth Worker, Integration Aides, Canteen Manager and Assistant, Grounds and Cleaning staff.

KTHS has a strong Welfare program. A speech Pathologist is employed and a Chaplain is employed with keen support from the community. A school nurse is shared with Swan Hill and the School Psychologist visits the school regularly. The Psychologist is shared by KTHS and the Primary schools in the district. More recently the school has employed a Youth Worker to further extend the Welfare program and is a part of the Doctor’s in Schools program.

KTHS has a proud reputation of providing a rich co-curriculum program which caters for the majority of students in the school. There is a high participation rate by students and the programs have been strongly supported by parents. Every effort is made to implement programs/events which cater for individual needs. We have Pathways to V.E.T. & V.C.A.L., The Alpine School, Middle School Trips, Year 7 Transition Camp, Year 10 Work Experience, Great Victorian Bike Ride, and the Feathertop Hike. Since 2007 KTHS has partnered with The Rotary Club of Kerang, to offer an alternative to the End of Year 12 Schoolies week, with a Community Aid program to Cambodia.

A small core of parents is actively involved in the school. Parents are involved in the School Council and nearly all of the sub-committees in the school. There is a very strong and active Canteen Committee which meets regularly and supports the Key Learning Areas in the purchase of equipment. Parents are also called upon to provide transportation to events where students are involved and this is always a positive contact between parents and the extracurricular programs offered.

SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

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

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.

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Vision

Kerang Technical High School aims to provide a stimulating environment in which students will be encouraged to achieve their maximum potential in all areas of study and personal development.

Values
Kerang Technical high School strives to provide educational opportunities, within a caring supportive and inclusive environment, which permits all students to do their best. We aim to create good citizens who are ready to pursue a productive life in a constantly changing world.

The three broad objectives of Kerang Technical High School are:
Achieve our potential by striving for personal excellence in a wide range of learning experiences.

Build quality relationships in a safe, secure and respectful environment.

Cater for individual differences whilst demonstrating tolerance and pride in our diverse community.

Context

Kerang is strategically positioned on the highway network between Swan Hill, Echuca and Bendigo in the productive Northwest irrigation area of Victoria.
The town has a population of over 4000 and Kerang Technical High School draws its students from the town and the wider district, which has a population of over 12,000. The main industries in the area are Agriculture, Dairy Farming, Engineering and Horticulture so many of our students come from a farming background. The three nearest centres with larger populations are Swan Hill, Echuca and Bendigo, which meet the added needs for goods, services and entertainment.

KTHS draws its students from six primary schools; Kerang Primary School, Kerang South PS, St. Joseph's PS, Kerang Christian School, Koondrook PS, Murrabit Group School and Lake Charm. There is a strong network between the secondary school and the feeder schools with combined Professional Development Days and involvement in the Year 6 to Year 7 Transition Program. Given the geographic spread of the student catchment area, a significant number of students are transported to school by bus.

The school began as a Higher Elementary school in 1913 and was proclaimed a High School in 1919. The Technical component was added in 1973 from which time the school has been known as Kerang Technical High School. The Technical Wing has been a strong feature of KTHS. It caters for students in Woodwork, Automotive, Engineering, Welding and Metalwork. The facilities, the enthusiastic “Tech” staff and the pathway offered by the Technical Wing have ensured that it is an important component of the school and community. More recently the school has undergone a refurbishment plan with both the red brick building and the Library being upgraded to better reflect the learning needs of the students at KTHS. In 2018 a new Food Technology learning space and canteen were completed allowing the school to offer VET Hospitality.

KTHS sits in 19 hectares of sporting fields, lawns and gardens. McLeod Oval is the main sporting area and an athletics track has been constructed with the joint assistance of the Kerang Little Athletics Association. The School’s facilities are available for use by the community. Thornely Hall is used extensively for Community events as well as School occasions.

The school is well equipped with a Library and an excellent Canteen. We have over 30 desk top computers, both in rooms and in “pods”, and at present KTHS is in the fortunate position of being able to provide 5 Netbook trolleys of 20 computers making every classroom a computer room.

The organizational structure of the school is both vertical and horizontal. There are two Houses, which are vertical in structure, led by two House Managers. Home Group meetings are organised through the House system, as is the Athletics and Swimming carnivals. The Year Level Co-ordinators monitor the progress of the students and assists with the welfare and discipline matters. The school is also divided into Junior and Senior School for curriculum planning and delivery purposes. Two senior members of staff manage the ‘sub schools’.

The school has a teaching staff of 29, a quarter of who work on a part-time basis. Seventeen School Services Officers and School Council Employees complement the teaching staff as Administrative Support, Librarian and Library Technicians, Science Laboratory Technician, School Chaplain and Youth Worker, Integration Aides, Canteen Manager and Assistant, Grounds and Cleaning staff.

KTHS has a strong Welfare program. A speech Pathologist is employed and a Chaplain is employed with keen support from the community. A school nurse is shared with Swan Hill and the School Psychologist visits the school regularly. The Psychologist is shared by KTHS and the Primary schools in the district. More recently the school has employed a Youth Worker to further extend the Welfare program and is a part of the Doctor’s in Schools program.

KTHS has a proud reputation of providing a rich co-curriculum program which caters for the majority of students in the school. There is a high participation rate by students and the programs have been strongly supported by parents. Every effort is made to implement programs/events which cater for individual needs. We have Pathways to V.E.T. & V.C.A.L., The Alpine School, Middle School Trips, Year 7 Transition Camp, Year 10 Work Experience, Great Victorian Bike Ride, and the Feathertop Hike. Since 2007 KTHS has partnered with The Rotary Club of Kerang, to offer an alternative to the End of Year 12 Schoolies week, with a Community Aid program to Cambodia.

A small core of parents is actively involved in the school. Parents are involved in the School Council and nearly all of the sub-committees in the school. There is a very strong and active Canteen Committee which meets regularly and supports the Key Learning Areas in the purchase of equipment. Parents are also called upon to provide transportation to events where students are involved and this is always a positive contact between parents and the extracurricular programs offered.

SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• A minimum commitment of 2 years employment in this position
• The incentive is payable to the successful candidate who meets requirements for relocation as set out on https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available at https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

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

This position attracts an incentive payment of $50,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Additional relocation assistance may be available upon appointment to the position.

More information about Targeted Financial Incentives is available at https://www.education.vic.gov.au/about/careers/teacher/Pages/targeted-initiative-attract-more-teachers.aspx

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

[

Vision

Kerang Technical High School aims to provide a stimulating environment in which students will be encouraged to achieve their maximum potential in all areas of study and personal development.

Values
Kerang Technical high School strives to provide educational opportunities, within a caring supportive and inclusive environment, which permits all students to do their best. We aim to create good citizens who are ready to pursue a productive life in a constantly changing world.

The three broad objectives of Kerang Technical High School are:
Achieve our potential by striving for personal excellence in a wide range of learning experiences.

Build quality relationships in a safe, secure and respectful environment.

Cater for individual differences whilst demonstrating tolerance and pride in our diverse community.

Context

Kerang is strategically positioned on the highway network between Swan Hill, Echuca and Bendigo in the productive Northwest irrigation area of Victoria.
The town has a population of over 4000 and Kerang Technical High School draws its students from the town and the wider district, which has a population of over 12,000. The main industries in the area are Agriculture, Dairy Farming, Engineering and Horticulture so many of our students come from a farming background. The three nearest centres with larger populations are Swan Hill, Echuca and Bendigo, which meet the added needs for goods, services and entertainment.

KTHS draws its students from six primary schools; Kerang Primary School, Kerang South PS, St. Joseph's PS, Kerang Christian School, Koondrook PS, Murrabit Group School and Lake Charm. There is a strong network between the secondary school and the feeder schools with combined Professional Development Days and involvement in the Year 6 to Year 7 Transition Program. Given the geographic spread of the student catchment area, a significant number of students are transported to school by bus.

The school began as a Higher Elementary school in 1913 and was proclaimed a High School in 1919. The Technical component was added in 1973 from which time the school has been known as Kerang Technical High School. The Technical Wing has been a strong feature of KTHS. It caters for students in Woodwork, Automotive, Engineering, Welding and Metalwork. The facilities, the enthusiastic “Tech” staff and the pathway offered by the Technical Wing have ensured that it is an important component of the school and community. More recently the school has undergone a refurbishment plan with both the red brick building and the Library being upgraded to better reflect the learning needs of the students at KTHS. In 2018 a new Food Technology learning space and canteen were completed allowing the school to offer VET Hospitality.

KTHS sits in 19 hectares of sporting fields, lawns and gardens. McLeod Oval is the main sporting area and an athletics track has been constructed with the joint assistance of the Kerang Little Athletics Association. The School’s facilities are available for use by the community. Thornely Hall is used extensively for Community events as well as School occasions.

The school is well equipped with a Library and an excellent Canteen. We have over 30 desk top computers, both in rooms and in “pods”, and at present KTHS is in the fortunate position of being able to provide 5 Netbook trolleys of 20 computers making every classroom a computer room.

The organizational structure of the school is both vertical and horizontal. There are two Houses, which are vertical in structure, led by two House Managers. Home Group meetings are organised through the House system, as is the Athletics and Swimming carnivals. The Year Level Co-ordinators monitor the progress of the students and assists with the welfare and discipline matters. The school is also divided into Junior and Senior School for curriculum planning and delivery purposes. Two senior members of staff manage the ‘sub schools’.

The school has a teaching staff of 29, a quarter of who work on a part-time basis. Seventeen School Services Officers and School Council Employees complement the teaching staff as Administrative Support, Librarian and Library Technicians, Science Laboratory Technician, School Chaplain and Youth Worker, Integration Aides, Canteen Manager and Assistant, Grounds and Cleaning staff.

KTHS has a strong Welfare program. A speech Pathologist is employed and a Chaplain is employed with keen support from the community. A school nurse is shared with Swan Hill and the School Psychologist visits the school regularly. The Psychologist is shared by KTHS and the Primary schools in the district. More recently the school has employed a Youth Worker to further extend the Welfare program and is a part of the Doctor’s in Schools program.

KTHS has a proud reputation of providing a rich co-curriculum program which caters for the majority of students in the school. There is a high participation rate by students and the programs have been strongly supported by parents. Every effort is made to implement programs/events which cater for individual needs. We have Pathways to V.E.T. & V.C.A.L., The Alpine School, Middle School Trips, Year 7 Transition Camp, Year 10 Work Experience, Great Victorian Bike Ride, and the Feathertop Hike. Since 2007 KTHS has partnered with The Rotary Club of Kerang, to offer an alternative to the End of Year 12 Schoolies week, with a Community Aid program to Cambodia.

A small core of parents is actively involved in the school. Parents are involved in the School Council and nearly all of the sub-committees in the school. There is a very strong and active Canteen Committee which meets regularly and supports the Key Learning Areas in the purchase of equipment. Parents are also called upon to provide transportation to events where students are involved and this is always a positive contact between parents and the extracurricular programs offered.

Enter Free Text Description here]

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

- 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill. In 2020 780 students are enrolled at the College supported by in excess of 100 teaching and non teaching staff. There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College. A comprehensive bus system services the College and other schools in the township. Some of our students travel for over 2 hours every day to gain access to the College.

The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State. A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples. Swan Hill College continues its focus on information technology the recent additional of the technology hub which includes VR, 3D printers and green screen.

The College Leadership Team comprises of the Principal, two Assistant Principals, the Business Manager and seven Leading Teachers with specific portfolios.

The college has made a real commitment by improving literacy by introducing an intervention program and a reading program at Year 7 and 8. Similarly, our numeracy programs include, scaffolding numeracy early years, a focus on problem solving and a recent introduction of the online Maths Pathways program. With the focus in these areas being the individual student growth.

Positive Behaviour Support (PBS) is well embedded across the college. At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth. A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.

The College has a well developed and highly effective student wellbeing structure. The Student Wellbeing Team includes three counsellors, a chaplain and a College nurse. Network support staff also support this team. Doctor in Schools commenced in 2018. The two sub-schools, Junior and Senior, allows for strong links and support with students and families and also a healthy team spirit about the school. A team of College Captains, Junior Captains, House Captains and PBS leaders, also supports the student body.

The College has a Flexible Learning Options (FLO) campus. This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning. The program is very successful and had given many students the chance to continue their education.

The College provides a very broad curriculum and an array of additional programs. At the senior level students choose from both the VCE and VCAL programs and a large number integrate Certificate level studies from our extensive VET offerings. At the Middle School a wide range of electives are offered with both an engagement and career pathway focus. Junior School students undertake a standard curriculum with a focus on General Studies and Maths /Science. The College offers an extensive Sport and Recreation program. The Performing Arts continue to grow utilising our state of the art Harrison Theatre, with students studying Dance, Drama and Music.

At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community. Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.

Our College enjoys considerable parent and community support in our vibrant rural setting.

Student engagement, aspirations and welfare are the key focus for the College and wider community. The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.

The College’s Annual Implementation and Strategic Plans are available on our website www.shc.vic.edu.au

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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

Appointees to this position may be eligible for an incentive valued at $4,000 paid after commencement of employment. All incentives are characterised as taxable income.

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Purpose

Swan Hill Primary School provides a caring, friendly and supportive learning environment, which caters for diverse and changing needs. Students are prepared to be lifelong learners, valued citizens and personal success is celebrated.

Values

At Swan Hill Primary School we acknowledge that all students can learn and grow given the environment is conducive to their learning needs.

Our values encompass all the guiding principles and beliefs of:

• Respect
• Belonging
• Responsibility and
• Commitment

Environmental Context

Swan Hill Primary School is located on the land of the original owners, the Wamba Wamba people. The school is part of a residential area in the township of Swan Hill approximately 300 kilometres north of Melbourne. Currently there are 504 students enrolled at the school with 2.0 Principal class staff and 42 teaching and 25 support staff.

In 2020, the School Family Occupation (SFO), when scored against all government schools, was 0.65, which places the school in the second lowest quartile of disadvantage for government schools. The school is characterised by having 15.5% indigenous, 7.1% English as an Additional Language (EAL), 2.4% Program for Students with Disabilities (PSD), and 48% female enrolments.

Swan Hill Primary School guarantees all students access to a broad, balanced and flexible curriculum, including skills for learning and life beyond school. Teachers provide timely and targeted feedback to students on their work as well as fostering close links with parents and the broader school community.

The school will continue to strive toward ensuring all students are provided with equitable educational opportunities and outcomes regardless of socio-demographic background.

Service Standards

• The school fosters close links with parents and the broader school community through its commitment to open and regular communications.
• The school commits to the active sharing of its vision and goals to ensure school community engagement in the School’s Strategic Plan.
• The school guarantees all students access to a broad, balanced and flexible curriculum, including skills for learning and life.
• The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential.
• All students will receive instruction that is adapted to their individual needs.
• Parents will be engaged regularly with regard to their child’s academic achievement and overall wellbeing.
• All teachers will provide timely and targeted feedback to students on their work.
• Students will play an active part in the development and review of the school’s behaviour policies.
• The school will work cooperatively with neighbourhood schools to share good practice.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

SC6 Demonstrated exemplary ability to model the implementation of digital technologies across the curriculum.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Applicants should apply by the due date through Recruitment On-Line, emailing application direct to Hayley.Doyle@education.vic.gov.au or submitting three hard copies by post or delivering to the Principal, Swan Hill Primary School, PO Box 798 (123 Gray Street), Swan Hill, Victoria, 3585 - clearly labelled "Confidential - Leading Teacher Application".

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Purpose Swan Hill Primary School provides a caring, friendly and supportive learning environment, which caters for diverse and changing needs. Students are prepared to be lifelong learners, valued citizens and personal success is celebrated. Values At Swan Hill Primary School we acknowledge that all students can learn and grow given the environment is conducive to their learning needs. Our values encompass all the guiding principles and beliefs of: Respect Belonging Responsibility and Commitment Environmental Context Swan Hill Primary School is located on the land of the original owners, the Wamba Wamba people. The school is part of a residential area in the township of Swan Hill approximately 300 kilometres north of Melbourne. Currently there are 504 students enrolled at the school with 2.0 Principal class staff and 42 teaching and 25 support staff. In 2020, the School Family Occupation (SFO), when scored against all government schools, was 0.65, which places the school in the second lowest quartile of disadvantage for government schools. The school is characterised by having 15.5% indigenous, 7.1% English as an Additional Language (EAL), 2.4% Program for Students with Disabilities (PSD), and 48% female enrolments. Swan Hill Primary School guarantees all students access to a broad, balanced and flexible curriculum, including skills for learning and life beyond school. Teachers provide timely and targeted feedback to students on their work as well as fostering close links with parents and the broader school community. The school will continue to strive toward ensuring all students are provided with equitable educational opportunities and outcomes regardless of socio-demographic background. Service Standards The school fosters close links with parents and the broader school community through its commitment to open and regular communications. The school commits to the active sharing of its vision and goals to ensure school community engagement in the School’s Strategic Plan. The school guarantees all students access to a broad, balanced and flexible curriculum, including skills for learning and life. The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential. All students will receive instruction that is adapted to their individual needs. Parents will be engaged regularly with regard to their child’s academic achievement and overall wellbeing. All teachers will provide timely and targeted feedback to students on their work. Students will play an active part in the development and review of the school’s behaviour policies. The school will work cooperatively with neighbourhood schools to share good practice.

Purpose

Swan Hill Primary School provides a caring, friendly and supportive learning environment, which caters for diverse and changing needs. Students are prepared to be lifelong learners, valued citizens and personal success is celebrated.

Values

At Swan Hill Primary School we acknowledge that all students can learn and grow given the environment is conducive to their learning needs.

Our values encompass all the guiding principles and beliefs of:

• Respect
• Belonging
• Responsibility and
• Commitment

Environmental Context

Swan Hill Primary School is located on the land of the original owners, the Wamba Wamba people. The school is part of a residential area in the township of Swan Hill approximately 300 kilometres north of Melbourne. Currently there are 504 students enrolled at the school with 2.0 Principal class staff and 42 teaching and 25 support staff.

In 2020, the School Family Occupation (SFO), when scored against all government schools, was 0.65, which places the school in the second lowest quartile of disadvantage for government schools. The school is characterised by having 15.5% indigenous, 7.1% English as an Additional Language (EAL), 2.4% Program for Students with Disabilities (PSD), and 48% female enrolments.

Swan Hill Primary School guarantees all students access to a broad, balanced and flexible curriculum, including skills for learning and life beyond school. Teachers provide timely and targeted feedback to students on their work as well as fostering close links with parents and the broader school community.

The school will continue to strive toward ensuring all students are provided with equitable educational opportunities and outcomes regardless of socio-demographic background.

Service Standards

• The school fosters close links with parents and the broader school community through its commitment to open and regular communications.
• The school commits to the active sharing of its vision and goals to ensure school community engagement in the School’s Strategic Plan.
• The school guarantees all students access to a broad, balanced and flexible curriculum, including skills for learning and life.
• The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential.
• All students will receive instruction that is adapted to their individual needs.
• Parents will be engaged regularly with regard to their child’s academic achievement and overall wellbeing.
• All teachers will provide timely and targeted feedback to students on their work.
• Students will play an active part in the development and review of the school’s behaviour policies.
• The school will work cooperatively with neighbourhood schools to share good practice.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

SC6 Demonstrated exemplary ability to model the implementation of digital technologies across the curriculum.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Applicants should apply by the due date through Recruitment On-Line, emailing application direct to Hayley.Doyle@education.vic.gov.au or submitting three hard copies by post or delivering to the Principal, Swan Hill Primary School, PO Box 798 (123 Gray Street), Swan Hill, Victoria, 3585 - clearly labelled "Confidential - Leading Teacher Application".

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Robinvale College began in 2016 through the closure of Robinvale P-12 College and re-opening as the new entity in January, 2016. Robinvale P-12 College was formed in 2010 through the merger of Robinvale Secondary College and Robinvale Consolidated School. The College serves as a horticultural community; the economic and environmental highs and lows affecting the community are an important part of the College’s context.

As a rural school, Robinvale College’s student profile is unique. The school is proud of its many cultures which includes people of mainly Anglo Celtic, Italian, Indigenous, Polynesian, Greek and Asian descent. In 2018 approximately 56% of the students were either of Aboriginal and/or Torres Strait Islander (ATSI), or Polynesian descent. In recent years the local community has seen a huge influx of new arrivals to Australia; there are over 40 different nationalities, including refugees from the Middle East and Horn of Africa – all in a town of 5,000 people.

As a multicultural school, the need to provide inclusive educational opportunities for the diverse cultures of the students is fundamental. The ongoing need to close the gaps for Aboriginal and/or Torres Strait Islander students saw the establishment of the Clontarf Academy in 2010. Moreover, students who are recent migrants have a broad range of issues that must be considered in planning and delivery of learning. Almost 50% of our students come from Language Backgrounds Other Than English (LBOTE); including EAL funded students who have very specific language and literacy requirements. An exciting challenge and opportunity lies in providing a learning environment that simultaneously respects diversity, while building College and community identity and pride.

Improved student outcomes, in a community whose socio-economic profile provides significant challenges, requires both continued effort to engage positively with families/community and high quality teaching. Raising achievement in Literacy and Numeracy continues to be the focus of student learning. Some teachers at this College have shown that significant growth can be achieved by individual students, through a combination of high quality teaching practices focusing on using data to inform practice ad high levels of student engagement, primarily through students feeling a sense of ownership of their data and setting challenging goals with their teacher’s support.

It is important for students at Robinvale College to be able to develop the resilience to persevere through their problems and to navigate the everyday issues that affect them in a spirit of problem-solving, optimism, creativity and fun.

In 2019 Robinvale College entered into a 10 year agreement with the Colman Foundation to become an ‘Our Place’ School. This exciting partnership will support the opportunity for Robinvale College to provide families with a greater level of access to a range of services.

Robinvale is a thriving community with high aspirations to build a brighter future for its young people. We promote learning as a community activity and a shared responsibility involving students, their families, our staff and the broader community.

School Learning Program and Curriculum

The curriculum design for the College has, as its core, the Victorian Curriculum, the Victorian Certificate of Education and the Victorian Certificate of Applied Learning (VCAL), incorporating the Vocational Education and Training program. In 2021, the College will continue its work to provide a viable documented curriculum, which is outlined and available to staff via Google Drive and is essential to guaranteeing for every student their access to successful educational outcomes.

Our College has developed a school-wide model of instructional practice which is based on:

• The work of Professor John Hattie, Robert Marzano and Professor Patrick Griffin
• Students finding out about the learning process (metacognition); and
• Students finding how they themselves learn best (attitudes and behaviours for learning)
  The College’s learning program advocates approaches to teaching and learning that are relevant to the needs and aspirations of children and young adults. This is reflected in the College’s approach to teaching and learning and is supported by the continual professional development and growth opportunities for staff. Restorative Practice forms the basis of the approach to student/staff relationships.
  The College is committed to ongoing school improvement. In order to customise the curriculum for different stages of learning, the College operates as three Learning Communities: F-4, 5-8 and 9-12. Maintaining small class sizes and targeted student support such as InitialLit, the Transitional Prep Program and the Social Emotional Learning groups, reflects the focus on literacy and numeracy in F-4. A developing focus on Science led to the commencement of STEM as a specialist subject supporting the classroom-based Science learning, allowing each child in Foundation to Year 4 a period a week in order to experience their learning in the Science Language Building. In 2013 the Years 5-8 Learning Community introduced a Year 7 program that aimed to support student transition into secondary schooling, the success of which has led to the extension of this program into Year 8 in 2014. They learn English, Maths, Humanities, STEM, Health/PE and Science with their classroom teacher and go out of their classroom for their Electives program. Students from Years 5-8 are able to develop supportive relationships with their classroom teacher who is the significant adult who supports their connectedness to school.
  There is ongoing expansion of learning opportunities to keep students connected to schooling in the Years 9-12 Learning Community, including a timetabling structure that maximizes students’ opportunities for work experience and participation in the local community. The Year 9 Program is designed to allow for this and for students to engage in ‘passion projects’. They undertake the Duke of Edinburgh Award program. VCAL students have a timetable structured so that they are school-based from Monday to Wednesday and undertake Structured Work Placements and VET courses on Thursday and Friday. There is an early start VCAL program for students in Years 9-10. Students are also able to access VET Courses at SuniTAFE in Mildura as well as the opportunity to do onsite VET Rural Studies, IT and Business Management.
  School-Wide Positive Behaviour for Learning
  In 2018 Robinvale College began the implementation of the SWPB framework. The aim is to develop school-wide systems for promoting positive behaviour to support powerful learning. An audit of current student behaviour practices was completed and a school-wide behaviour (SWPBS) matrix was constructed by staff. The action plan aims to establish consistency of teachers’ understanding and practice, as described in the behaviour matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours. 2017 saw the integration of the General Capabilities and also the Respectful Relationships program. In 2018 and 2019, this work was further added to as we prioritised high expectations and respectful relationships, with all staff across the school participating in Berry Street Education Model training.
   
   
   
  Robinvale is located in the Northern Mallee Region of Victoria and situated on the beautiful Murray River between the regional cities of Mildura (95kms) and Swan Hill (145kms). Robinvale College has a current enrolment of 334 students. Modern technology facilities, sporting arenas including two indoor gymnasiums together with an indoor heated pool are but a few examples of our current facilities.
  Funding by the Building Education Revolution and the Victorian Building Futures Program has provided us with outstanding classroom facilities for all year levels. Robinvale College is structured around three Learning Communities. We are developing a strong and collaborative team culture and professional learning community to ensure effective learning and teaching within a guaranteed and viable curriculum.
  We have high expectations of our staff. Staff who choose to work at Robinvale College will bring our vision to life through their commitment to the students and community and their professional practice which will be guided by the College Charter. We will foster a culture of curiosity, innovation and passion for learning, engaging the community in learning and demonstrating excellence in our practice. We will help to build a positive and vibrant climate for our peers, students, families and community members. We will help parents to support their children to learn, and to become active participants in our new vision.
  Teacher housing accommodation is available and opportunities exist for involvement in a wide-range of sporting and social activities.
   
  Robinvale College Vision – “Great learning for a thriving community”.
  

1. Demonstrated ability to successfully lead the implementation and evaluation of learning and teaching programs, inclusive of evidence-based pedagogical approaches, curriculum implementation and effective assessment and reporting, in accordance with the relevant (or equivalent) Victorian Curriculum F–10, Victorian Certificate of Education and Victorian Certificate of Applied Learning.
2. Demonstrated outstanding classroom teaching skills and capacity to model academic vocabulary and high impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential, regardless of their background.
3. Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school levels and to use this data to inform teaching for improved student learning.
4. Demonstrated outstanding written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain positive, collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.
5. Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning to enable the further development of others’ professional practice.
6. Demonstrated capacity to lead the development and implementation of a whole school literacy initiative and lead through Professional Learning Communities (PLCs).

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

The Teaching and Learning Specialist (Literacy and MYLNS), as a member of the Leadership Team, will be responsible for:

• Leading the implementation and embedded use of DET Literacy tools and high impact teaching strategies across the school to enhance classroom practice with a specific focus on improving the literacy outcomes for all students.
• Leading the implementation of evidence-based literacy strategies and middle years literacy strategies across the school, with a focus on MYLNS, Early years and at-risk students.
• Co-developing and managing a coaching, observation and feedback process that facilitates teachers reflecting upon their own practice, informed by evidence-based research.
• Overseeing professional development related to PLCs in developing a program of inquiry-based research and classroom observation to enhance teaching practice.
• Managing staff professional development with the aim of improving teaching practice through the performance and development process.
• Leading Learning Area Coordinators in the development, implementation and evaluation of high quality teaching and learning programs that lead to improvements in student outcomes as evidenced by the Victorian Curriculum, NAPLAN, VCE student performance data and other relevant data.
• Ensuring classroom practice at Robinvale College is evidence-based and responsive to the needs of the school community.
• Leading the development of a process for overseeing and evaluating the consistent implementation of literacy strategies with a focus on embedding consistent practice across the school, informed by evidence-based research.
• Developing and leading a team of staff in the effective implementation of evidence-based literacy strategies.
• Develop and implement a secondary, evidence-based MYLNS program that includes coaching, support, professional development and feedback to build teacher practice in literacy teaching and learning strategies.

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

The Teaching and Learning Specialist (Literacy and MYLNS) will:

• Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching, collegial interaction and critical reflection on practice, feedback and data.
• Work with the Teaching and Learning Specialist (Curriculum), leadership team and the Principal to lead the development of high quality teaching and learning.
• Work with the leadership team on programs that focus on enhancing and building teacher practice and deliver these to staff as part of their ongoing professional development.
• Liaising with the Assistant Principal to develop and implement an Induction and Mentoring Program designed to train and support those staff new to the role or those requiring additional support.
• Play an integral role in the provision of professional learning, including observation and feedback of other teachers’ practice, and peer collaboration to adapt or develop learning materials.
• Work with Learning Area Coordinators, T&L Specialist (Curriculum) and 7-12 staff to implement high impact teaching strategies, DET literacy tools and middle years literacy strategies to ensure consistent practice that is in response to the needs of the students.
• Work with the leadership team and learning area coordinators to implement and coordinate a whole school assessment and reporting schedule that caters for the needs of all students.
• Manage several budgets related to their role.
• Undertake other duties as directed by the Principal.

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Ouyen P-12 College

Ouyen P-12 College was formed in 2009, combining the former Ouyen Primary and Secondary Schools. Both schools brought with them a proud history of achievement and pride in the academic, sporting and extra-curricular programs.

The school has an enrolment in 2020 of 210 students. The school boasts not only a strong record of student achievement, but also high levels of student engagement and satisfaction.

Ouyen P-12 College provides a comprehensive curriculum aimed at preparing students for the 21^st Century, allowing students to develop academically, socially and emotionally to meet the needs of a changing society.

The school has an exemplary record in regards to student leaving the college to attend tertiary education, gain apprenticeships or engage in meaningful employment. There has been significant work done to ensure students have adequate pathways to achieve their aspirations, with a wide range of VCE, VCAL & VET subjects available.

Ouyen P-12 College prides itself on being a showcase for other rural and remote schools catering for students from Foundation to Year 12.

Ouyen P-12 has a thorough Sports program that allows students opportunities to represent the school at regional and state level. Lunchtime and after-school training sessions, funded transport to representative carnivals and designated Physical Education, Health & Sports programs, support this program.

We have a structured public speaking and debating curriculum that allows our students opportunities to participate in competitions across the state.

Teacher Employment

Ouyen is situated in the North-West of Victoria, close to the South Australian and New South Wales borders. The township has a population of around 1,000 people, with the district housing around 2,000. We have highly affordable teacher houses and a range of Health and Community services available in town.

The town has also recently built a lake on the outskirts of town, perfect for fishing and skiing. We also have access to a range of sports, with local teams competing in football, netball, cricket, tennis, basketball and lawn bowls.

Working in a rural school allows greater opportunities to gain experience across a wide range of areas. Our students are friendly and respectful, with high standards of student behaviour that allow more time to be spent teaching, and less with student management.

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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

No job description available

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.