North Geelong Secondary College is a single campus, academic Year 7–12 College in the northern suburbs of the City of Greater Geelong. It is a creative, caring and diverse College, where girls and boys grow into autonomous learners by engaging with our imaginative and intellectually rigorous programs. Our students develop into mature and independent individuals, fully prepared for a life of meaningful achievement and active participation in our local and global communities.

The current school enrolment is approximately 1000 students. North Geelong Secondary College provides the following programs;

• Select Entry Academic Achievers program
• Scholarship program (Academic Excellence
• Student Leadership, Community/Good Citizenship & Sporting Excellence)
• Yr 7-10 ipad program
• STAR & ACE Literacy & Numeracy individual needs programs
• VCE Tutorial Program
• Excellence in Sports program
• International Student program
• HPV, Human Powered Vehicle, Advance Program
• Performing Arts program
• English as an Additional Language (EAL) program which includes a VCAL (EAL) program for older students
• There is also ongoing withdrawal or team teaching EAL support to students.

The college is a base for the Geelong English Language Centre since 2007. Approximately 30% of the students are from a Language Background other than English.

The College has a commitment to personal excellence and the academic achievement for all students. The school values (Respect, Excellence, Achievement and Diversity READ), the cultural diversity of its student population, ensure that all students, regardless of their various abilities, needs and backgrounds, are actively supported in achieving their personal best. Opportunities are provided for students to gain the academic, social and personal skills necessary for the pursuit of personal goals and become productive and contributory members in the local as well, the global community. The college high expectations ethos encourages student creativity, initiative and leadership. It also supports students to develop the knowledge, skills, adaptability and curiosity for the future world of work and provide the foundations for lifelong learning.

The College provides increased opportunities as well as academic rigor for students in the senior years with the greater uptake of the traditional VCE programs, the Victorian Certificate of Applied Learning (VCAL), increased access to Vocational Education and Training (VET) programs along with a broad selection of pathways.

Tours of the College are provided upon request. Please phone the College on 52405800 to book in for a tour.

SC1 Demonstrated knowledge and understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent.

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

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

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice.

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

Manifold Heights Primary School is located in a suburban environment in West Geelong and commands outstanding views over Corio Bay and the City of Greater Geelong.
The school was originally established in 1926 with 60 pupils and has experienced an overall growth pattern.
Enrolments are currently at 413. Our educational precinct contains a number of State and Independent Schools and includes Newtown, Ashby, Herne Hill, Holy Spirit, St Patricks. School facilities include heritage and new buildings, a multipurpose room and a canteen. Other facilities we enjoy are a Library and Art room and an Out of School Hours Care room.
The parent community is encouraged to engage in an active partnership with the school. Parents take an active role in our school and have assisted by being members on School Council and Sub Committees, Classroom Helpers program, working bees, assistance at camps and excursions, business sponsorship, social and fundraising activities. They are also given support, guidance and encouragement to assist their child's learning at home.

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

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

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

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

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated capacity to implement and/or support a classroom in which ICT leads to enhanced student learning outcomes.

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.

These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Core responsibilities include:

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

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

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

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

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

Additional responsibilities may include but are not limited to:

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

- Contributing to a range of co-curricular programs

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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

Belmont Primary School exists for its children.

Belmont Primary School was established in 1856, being one of the earliest schools provided in the Geelong area. The school is situated close to the Belmont shopping and business centre and in the centre of the original Belmont suburb. Strong links with many families whose members attended the school in the past have been maintained. A significant sense of history exists within the school and its community.

Our school has outstanding and modern facilities having benefited enormously in recent years from significant State and Federal grants. Our learning spaces now reflect and allow for great scope in providing a range of private and interactive spaces for student learning.

The school has heavily invested in technology providing banks of iPads and Notebook computers for student use and infrastructure that is world class.

Within a safe and nurturing learning environment we promote:

• A love of learning and a thirst for knowledge.
• All children achieving to their full potential; academically, socially, emotionally, physically and artistically.
• A highly developed sense of belonging to both school and the community.
• Confidence, compassion and the ability to get along with and accept others.
• An ability to successfully function in an ever-changing world.

The following values form the basis for all that we do as a school:

• Respect - Showing care and consideration for ourselves, others and property.
• Honesty - Being truthful and trustworthy in all we do.
• Responsibility- Being accountable for our actions and behaviours.
• Courage- Doing things that need to be done, even when they are difficult.
• Learning- Enjoying our learning and doing our best.
• Community- Doing our part to make our school the best it can be.

Social: community and demographics

The school enrolment is currently 291 students, with twelve grades. The school enrolment increased substantially in recent years with increases at all year levels and now is at capacity.

Students attending the school largely come from families where one or both parents are employed. The school has a Student Family Occupation of 0.28 which has fallen in recent years suggesting an increasing number of our parents arrive with higher levels of education and employment. The partnership between home and school is very positive with families placing a strong emphasis on education and providing valuable support for the school through School Council, Parents’ Club and as classroom and special activities helpers. The school also supports families through the provision of a well run Before and After School Care Program.

The school runs a multitude of programs and activities beyond that expected in schools which contributes to the rich and dynamic program offered to our students. These include our specialist programs of PE, Art, LOTE (Italian), Library and many additional programs such as Debating, Swimming, Gymnastics, Bike Education, Puberty, Gardening, piano, ukulele and guitar lessons.

We have a vibrant and dedicated staff that demonstrate their commitment to the children on a daily basis.

Features of their teaching include:

• A genuine love of children.
• A commitment to excellence in education and the needs of the individual.
• A commitment to ongoing professional development.
• An obvious enthusiasm for their role.
• A commitment to student welfare.

Educational

Currently the school provides a comprehensive education that reflects the Victorian Curriculum.

We take great pride in our work and are committed to seeing our children achieve to a high level in all academic areas. Considerable work in recent years has seen the development of a sequential integrated curriculum plan , with an increasing emphasis on utilising ICT and multi-media in teaching and learning practices. In 2016 we launched our BYOD program at the 3/4 year level. We are also committed to working collaboratively with neighbouring schools to improve student learning outcomes where this is possible. In 2017 we have launched a whole school Positive Behaviours Approach recognising two key rights: ‘The right to learn’ and ‘The right to feel safe’.

Belmont PS is a great place to learn and teach!

Further information on our school can be accessed at our website that has recently been updated www.belmontps.vic.edu.au

We welcome your interest in our school and would be pleased to provide a tour should you like to see our wonderful school in action.

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

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

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

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

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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

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.

Ashby Primary School is one of Geelong’s oldest schools, celebrating 142 years of operation this year. Built in 1875 the school is set in an historical building, there are two ovals, creative fantasy playgrounds and vegetable garden. The school has a strong focus upon sustainability in the environment. Our school community strives to develop a safe, caring and inclusive environment where mutual respect and the pursuit of personal excellence form the basis of life-long learning.

At Ashby Primary School, we currently have an enrolment of 240 students with a 12 full time teaching staff, 6 part-time teaching staff and 7 Education Support Staff. Our school community consists of a partnership between teachers, parents, students and local community members. We provide an educational environment where students are equipped with the social, emotional, and academic skills necessary to become successful and valued members of society.

At Ashby we promote and live by the following behaviours through the school mascot T.E.R.R.I.

Thinking Enjoyment Respect Resilience Including

Our school creates a learning culture that provides personal learning opportunities and focuses on individual growth and development, with a strong commitment to continuous improvement in Literacy and Numeracy. We provide quality learning programs in all curriculum areas that are designed to cater for the individual needs of a diverse range of students. Visual arts, Performing Arts, Physical Education and German programs are implemented with qualified specialist teachers.

At Ashby, we pride ourselves on our relationships with parents and local businesses and believe they are key to the success of our students and our school. We have a large number of parent volunteers in attendance daily, whether fundraising, supporting in classrooms, gardening or assisting in other areas across the school.

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

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

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

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

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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

Bell Park North is a well-established school servicing the Geelong suburb of Bell Park with year levels from Foundation through to Year 6. Our school achieves its success by ensuring best practice in teaching and learning to enable the ongoing development of all children in preparing them for their future and ensure the best possible learning outcomes are achieved. The teaching and learning philosophy of all staff is aligned to the individual needs of each student using multi-disciplinary approaches and preferred learning styles which reflect current educational and technological trends.

Our team of enthusiastic and dedicated teachers and support staff are committed to implementing a whole school developed and consistent instructional model which strongly emphasises high expectations and delivering all learning experiences at a high standard. Students are encouraged to be active participants in their learning by working with their teachers to set personal learning goals and strategies to achieve these. This helps students develop into self-disciplined, self-regulated, knowledgeable and independent learners.

A strong focus on further improving student outcomes in the areas of English and Mathematics has continued through the implementation of the Victorian Curriculum and non –negotiable daily explicit teaching time of these core areas. Our NAPLAN results proudly continue to show that the children make strong growth between Grades 3 and 5 in the areas of Reading, Writing and Numeracy where we have recently been above the state means.

A successful intervention program at the classroom and whole school level targeting students in need of further support in literacy and numeracy.

We have continuously stayed abreast of technological trends to maintain a whole school focus on integrating Digital Technologies across the whole school to support children's learning. Not only has this included a ‘ bring your own iPad device’ program but also a Robotics program which has improved student ability to problem solve and take risks in all areas of their learning. In 2019, we will continue to have children participate in the Geelong Schools’ “Robo Cup” competition. Furthermore, we work in collaboration with our local police in developing our students as safe and responsible digital citizens. We continue to be an eSmart accredited school with this work being led by our Digital Technologies and eSmart co-ordinators and the children and staff on the eSmart committee.

Our positive school based programs and learning and leadership opportunities assist students in becoming resilient and effective team members who are able to integrate and deal with all situations.

Our students at Bell Park North Primary School are highly engaged in their learning and feel safe within their learning environment as demonstrated by our high Attitudes to School Survey results which have consistently been in the highest percentile and above the state mean.

We proudly support the learning environment within our school through the implementation of the Kids Matter and Healthy Achievement Frameworks. Within these frameworks programs such as Peer Support and Bounce Back strongly support student’s emotional health and well -being and resilience development.

At Bell Park North Primary School we applaud the commitment of each and every member of our school community whose dedication, hard work and support make our school the successful learning environment it is today.

Bell Park North Vision and Values Statement

Together we achieve to support the social, emotional and academic learning of all students in our care.

Values which form the basis of our actions are:

Friendship

Respect

Integrity

Equality

Never Give Up

Do Your Best

Safety

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

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

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

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

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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

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

Mandama Primary School is located in Grovedale in the southern suburban area of Geelong in the midst of an extensive residential area from which it has consistently drawn a strong enrolment. Grovedale is predominantly a residential suburb with light industry located along and to the east of the major arterial road which runs through to Torquay on the south coast.
Mandama is one of three local primary schools, the others being Grovedale West and Grovedale which are around two kilometres from Mandama, the largest of the three schools. There are also two large secondary schools in the area being Grovedale College and Oberon High School. The school is accommodated in well maintained facilities dating from the 1980s and constructed on the Core Plus model of a permanent building linked to a number of relocatables. The open-plan BER complex was constructed in 2010.
The current enrolment is approximately 408 students drawn largely from the general neighbourhood of the school. In terms of the Student Family Occupation, Mandama has an SFO Index of 0.4708. About 3% of students receive Disability and Impairment funding across a range of levels. The school reports that a high percentage of our families have both parents involved in full time or part time employment and consequently the numbers at our Before and After School Care (established in 2003) facility have remained constant. The broad spread of family occupational status throughout the Mandama community leads to a wide and diverse range of abilities, experiences and talents in the school population.
Organisationally classes are structured in 2018 as follows; Prep, 1-2, 3-4 and 5-6. There are 40 staff across teaching and education support roles.
As a reasonably large school Mandama is able to provide a broadly based curriculum with specialist programs in Physical Education, Performing Arts, Music, Visual Arts, as well as Italian and Literacy Support resources. The school is also addressing ways to further expand its ICT capacity as a tool for student learning.
The Mandama parent/carer and family community works in a productive relationship with the school including active involvement in a range of curriculum programs.

SC1 Demonstrated understanding of initiatives in student learning including the Victorian F-10 curriculum and how you would create an effective environment for learning.

SC2 Demonstrates understanding of how students learn and effective classroom teaching strategies.

SC3 Demonstrate a capacity to plan and work with colleagues to continually improve teaching and learning, including a capacity to reflect on, evaluate and improve professional knowledge and practice.

SC4 Demonstrate ability to monitor and assess student learning data and to use this data to inform teaching for improved students learning.

SC5 Demonstrate high level written and verbal communication skills and high level interpersonal skills including the capacity develop constructive relationships with students, parents, other staff.

SC6 "Goal setting and feedback play a vital role in any classroom." Discuss.

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

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.

Established in 1954 Herne Hill Primary School is located in North Geelong and has a current enrolment of 250 students. The school has a (low-mid) socio-economic profile and a (mid-high) proportion of ESL students.

Herne Hill Primary School also has a co-located kindergarten providing opportunities for partnerships and effective transitions. Bethany operates the kindergarten.

The core purpose of our school is to provide a comprehensive education for all students through effective communication, strong collaboration and the application of a range of teaching and learning strategies within a safe and inclusive environment that enables students to reach their academic, social and emotional potential.

An emphasis on literacy and numeracy is evident through the school’s teaching and learning programs and staff continue to develop and extend their knowledge of the Victorian Curriculum. Specialist classes in Performing Arts, Visual Arts, Digital Technologies, Physical Education and LOTE (Italian) are also taught as part of the weekly program.

Aligning with the current focus on student voice, student leaders play an active role in the school by contributing to school processes and leadership opportunities in an authentic way.

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

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

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

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

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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

North Geelong Secondary College is a single campus, academic Year 7–12 College in the northern suburbs of the City of Greater Geelong. It is a creative, caring and diverse College, where girls and boys grow into autonomous learners by engaging with our imaginative and intellectually rigorous programs. Our students develop into mature and independent individuals, fully prepared for a life of meaningful achievement and active participation in our local and global communities.

The current school enrolment is approximately 1000 students. North Geelong Secondary College provides the following programs;

• Select Entry Academic Achievers program
• Scholarship program (Academic Excellence
• Student Leadership, Community/Good Citizenship & Sporting Excellence)
• Yr 7-10 ipad program
• STAR & ACE Literacy & Numeracy individual needs programs
• VCE Tutorial Program
• Excellence in Sports program
• International Student program
• HPV, Human Powered Vehicle, Advance Program
• Performing Arts program
• English as an Additional Language (EAL) program which includes a VCAL (EAL) program for older students
• There is also ongoing withdrawal or team teaching EAL support to students.

The college is a base for the Geelong English Language Centre since 2007. Approximately 30% of the students are from a Language Background other than English.

The College has a commitment to personal excellence and the academic achievement for all students. The school values (Respect, Excellence, Achievement and Diversity READ), the cultural diversity of its student population, ensure that all students, regardless of their various abilities, needs and backgrounds, are actively supported in achieving their personal best. Opportunities are provided for students to gain the academic, social and personal skills necessary for the pursuit of personal goals and become productive and contributory members in the local as well, the global community. The college high expectations ethos encourages student creativity, initiative and leadership. It also supports students to develop the knowledge, skills, adaptability and curiosity for the future world of work and provide the foundations for lifelong learning.

The College provides increased opportunities as well as academic rigor for students in the senior years with the greater uptake of the traditional VCE programs, the Victorian Certificate of Applied Learning (VCAL), increased access to Vocational Education and Training (VET) programs along with a broad selection of pathways.

Tours of the College are provided upon request. Please phone the College on 52405800 to book in for a tour.

SC1 Demonstrated knowledge and understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent.
SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice.

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

Manifold Heights Primary School is located in a suburban environment in West Geelong and commands outstanding views over Corio Bay and the City of Greater Geelong.
The school was originally established in 1926 with 60 pupils and has experienced an overall growth pattern.
Enrolments are currently at 413. Our educational precinct contains a number of State and Independent Schools and includes Newtown, Ashby, Herne Hill, Holy Spirit, St Patricks. School facilities include heritage and new buildings, a multipurpose room and a canteen. Other facilities we enjoy are a Library and Art room and an Out of School Hours Care room.
The parent community is encouraged to engage in an active partnership with the school. Parents take an active role in our school and have assisted by being members on School Council and Sub Committees, Classroom Helpers program, working bees, assistance at camps and excursions, business sponsorship, social and fundraising activities. They are also given support, guidance and encouragement to assist their child's learning at home.

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

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

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

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

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated capacity to implement and/or support a classroom in which ICT leads to enhanced student learning outcomes.

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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

Belmont Primary School exists for its children.

Belmont Primary School was established in 1856, being one of the earliest schools provided in the Geelong area. The school is situated close to the Belmont shopping and business centre and in the centre of the original Belmont suburb. Strong links with many families whose members attended the school in the past have been maintained. A significant sense of history exists within the school and its community.

Our school has outstanding and modern facilities having benefited enormously in recent years from significant State and Federal grants. Our learning spaces now reflect and allow for great scope in providing a range of private and interactive spaces for student learning.

The school has heavily invested in technology providing banks of iPads and Notebook computers for student use and infrastructure that is world class.

Within a safe and nurturing learning environment we promote:

• A love of learning and a thirst for knowledge.
• All children achieving to their full potential; academically, socially, emotionally, physically and artistically.
• A highly developed sense of belonging to both school and the community.
• Confidence, compassion and the ability to get along with and accept others.
• An ability to successfully function in an ever-changing world.

The following values form the basis for all that we do as a school:

• Respect - Showing care and consideration for ourselves, others and property.
• Honesty - Being truthful and trustworthy in all we do.
• Responsibility- Being accountable for our actions and behaviours.
• Courage- Doing things that need to be done, even when they are difficult.
• Learning- Enjoying our learning and doing our best.
• Community- Doing our part to make our school the best it can be.

Social: community and demographics

The school enrolment is currently 291 students, with twelve grades. The school enrolment increased substantially in recent years with increases at all year levels and now is at capacity.

Students attending the school largely come from families where one or both parents are employed. The school has a Student Family Occupation of 0.28 which has fallen in recent years suggesting an increasing number of our parents arrive with higher levels of education and employment. The partnership between home and school is very positive with families placing a strong emphasis on education and providing valuable support for the school through School Council, Parents’ Club and as classroom and special activities helpers. The school also supports families through the provision of a well run Before and After School Care Program.

The school runs a multitude of programs and activities beyond that expected in schools which contributes to the rich and dynamic program offered to our students. These include our specialist programs of PE, Art, LOTE (Italian), Library and many additional programs such as Debating, Swimming, Gymnastics, Bike Education, Puberty, Gardening, piano, ukulele and guitar lessons.

We have a vibrant and dedicated staff that demonstrate their commitment to the children on a daily basis.

Features of their teaching include:

• A genuine love of children.
• A commitment to excellence in education and the needs of the individual.
• A commitment to ongoing professional development.
• An obvious enthusiasm for their role.
• A commitment to student welfare.

Educational

Currently the school provides a comprehensive education that reflects the Victorian Curriculum.

We take great pride in our work and are committed to seeing our children achieve to a high level in all academic areas. Considerable work in recent years has seen the development of a sequential integrated curriculum plan , with an increasing emphasis on utilising ICT and multi-media in teaching and learning practices. In 2016 we launched our BYOD program at the 3/4 year level. We are also committed to working collaboratively with neighbouring schools to improve student learning outcomes where this is possible. In 2017 we have launched a whole school Positive Behaviours Approach recognising two key rights: ‘The right to learn’ and ‘The right to feel safe’.

Belmont PS is a great place to learn and teach!

Further information on our school can be accessed at our website that has recently been updated www.belmontps.vic.edu.au

We welcome your interest in our school and would be pleased to provide a tour should you like to see our wonderful school in action.

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

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

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

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

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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

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.