Keilor Heights Primary School recruits staff who:

• Share a passion for teaching and/or working with children
• Display a positive attitude
• Relate positively to students, parents/carers and staff
• Demonstrate a commitment to lifelong learning

Keilor Heights Primary School aims to fully develop each young person academically, socially, emotionally and physically so they are well adjusted students who perform to the very best of their ability in all areas. We believe this can be best achieved in a happy, caring, safe and stimulating environment with the mutual commitment, support and cooperation of teachers, parents, students and the wider school community. We begin with the end in mind: every child who attends Keilor Heights Primary School will become an active learner on his or her way to becoming a successful adult.

Our school is located in the north-western suburb of East Keilor, in the municipality of Moonee Valley, approximately 16km from Melbourne’s CBD. It is situated within a quiet residential area on an attractive treed site of approximately two hectares. The school has undergone significant improvements and developments, including a BER-funded library, multi-purpose inquiry centre, teacher resource room, canteen and renovation of the junior building to include six new classrooms. The grounds have also undergone beautification works, including an outdoor amphitheatre, landscaping and student-produced artworks and garden sculptures.

The student population at Keilor Heights is quite diverse. Around 56 students (16%) come from backgrounds where one of 26 languages other than English is spoken at home as a first language. Future enrolments are very strong with growth across the school. In 2019, there will be 23 grades and 5 specialist teachers and additional intervention teachers. The school has also heavily invested in ICT resourcing over the past three years. Each classroom is now fitted with an Interactive TV and each classroom has access to class sets of notebooks and iPads.

The specialist program includes Physical Education, Performing Arts, Visual Arts and ICT. Italian is provided for students from Prep- Grade 3. Intervention programs occur for targeted students.

Keilor Heights is a dynamic and vibrant school and has an active and supportive school community which works together with staff to support student learning and continually improve student outcomes.

SC1 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.

SC2 Demonstrated outstanding classroom teaching skills and capacity to model high impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential.

SC3 Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.

SC4 Demonstrated outstanding 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 focused on student learning, wellbeing and engagement.

SC5 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.

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

• 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

SC1 Demonstrated understanding of initiatives in student learning and curriculum development and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

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

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

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

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

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.


Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.


Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

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

Applicants are advised to address the key selection criteria in no more than 5 pages, and to provide a CV. Please include the name and contact details (including mobile phone and email address) of 3 professional referees.

There is room for negotiation for this position to be a 0.8.

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.

Exford Primary School is a unique school in a semi-rural setting, which provides a safe, happy and friendly learning environment, which promotes pride, warmth and a sense of belonging. It is located 6 kms from Melton South on a 1.2 hectare site surrounded by farm land and 7 km from the housing estate at Eynesbury and less than 2 km from the Weir View ( formerly Waterford estate). Our 2018 enrolment is 442 students currently and our 2019 enrolment currently sits at 459 students.

Our staff are a dedicated team, with all teachers and ES staff sharing in the pastoral care of all children. We have a daily focus on the teaching of Literacy and Numeracy and on Integrated Curriculum units. Our to Leading Teacher – Educational Leader and Learning Specialist Teacher work closely with our teaching staff in our continuing focus on professional learning.

The school has an administration building which supports well-resourced portable classrooms; we also have an Art room, a Library and an eLearning room. The playground and surrounds complement the country feel of the school. A covered adventure playground, a second playground, roofed Basketball court, grassed area, extensive gardens and all weather surfaces enhance the outdoor area. We offer OSH Club, providing Before and After School Care at our school. We have a real focus on environmental sustainability at our school, in which the children play a leading role.

Exford Primary School is committed to educational excellence and the development of a caring and stimulating environment:

1. Students are encouraged to share the responsibility for their own learning, enabling them to reach their full potential.

2. We value and actively promote partnership between parents and the school community.

3. Learning experiences are structure to meet students’ individual differences with achievements being recognised, promoted and celebrated.

4. Each child is encouraged to develop social skills, independence, self confidence, consideration and respect for others. The school promotes an awareness of consequences for actions.

5. Curriculum and teaching responds to the ever changing needs of the world in which we live.

Comprehensive classroom programs are implemented by highly trained and dedicated staff who focus on the individual learning needs of each child on an individual basis, particularly in Literacy and Numeracy. A dedicated Specialist Program involving all staff, helps ensure the breadth of quality curriculum in accordance with the Victorian Curriculum. Our focus on an integrated teaching and learning environment is supported by the use of ICT resources. Our Strategic Plan focuses on providing strong programs in Literacy, Numeracy and eLearning and an emphasis on Inquiry Learning and Higher Order Thinking. We implement a successful Integration Program catering for students with a range of learning needs and disabilities.

At Exford Primary School we actively foster an environment where the partnership between staff, parents and students is highly valued, with children at the centre of our thinking and our actions. We continue to work with other schools in the Melton area, local pre-school and secondary colleges, the Eynesbury community and the local Landholders group (Exford Residents and Landowners Association).

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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

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

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

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

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

SC5 A commitment to professional learning and growth.

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

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

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

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

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

- Assist in the exchange of information between the community and the school.
- Assist with the liaison and communication between parents, teachers, other staff and members of the wider school community.

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

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

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

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

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

We exist to support the community through the provision of positive, consistent educational opportunities. Staughton College is a beacon in the western suburbs for providing a disciplined learning environment for all students enabling teachers to provide focused and engaging learning experiences.We set high expectations on effort, perseverance and achievement. Motto; Try Persevere Achieve.

Staughton College is located in Melton South and has over 1000 students enrolled from years 7 to 12. We are located in a growth corridor.
The College has excellent facilities, well maintained buildings and established well treed grounds. Facilities include a performance auditorium and 60 seat restaurant and a new TTC facility delivering VET Building and Construction.
Pathways for bright and talented students at the College are enhanced by SEAL stream (Select Entry Accelerated Learning) at 5 levels. The College also provides a range of VCE subjects, VET subjects and a VCAL pathway. The College has successful established programs in Science, Instrumental music, sport, debating and public speaking.
The College has a strong commitment to providing the best education and maintaining our image in the local community. We set expectations for students staff and parents as enshrined in our motto Try Persevere Achieve.

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

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

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

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

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

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.


Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.


Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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

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

EXPECTED HOURS OF DUTY
The hours of work for Classroom Teachers will be in accordance with the Teaching Award. There is an expectation that Classroom Teachers will attend meetings and public events scheduled after school and in the evening on occasions throughout the year.

PREPARATION OF APPLICATION
Applicants should adhere to standard procedures for the submission of written applications. Applicants may prepare their applications in any form desired, but the following recommendations are provided to assist all candidates:
1. Responses to criteria MUST be no longer than 10 pages using a font no smaller than size 12.
2. Applications should include a CV containing at least your address and contact numbers (business and private), classification, current position, evidence of qualifications and VIT number
3. Applications should address all five of the Key Selection Criteria.
4. Applicants may nominate up to three (3) referees. Nominated referees should be individuals who can make relevant comments regarding the applicant in relation to the Key Selection Criteria.

• 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

Keilor Heights Primary School recruits staff who:

• Share a passion for teaching and/or working with children
• Display a positive attitude
• Relate positively to students, parents/carers and staff
• Demonstrate a commitment to lifelong learning

Keilor Heights Primary School aims to fully develop each young person academically, socially, emotionally and physically so they are well adjusted students who perform to the very best of their ability in all areas. We believe this can be best achieved in a happy, caring, safe and stimulating environment with the mutual commitment, support and cooperation of teachers, parents, students and the wider school community. We begin with the end in mind: every child who attends Keilor Heights Primary School will become an active learner on his or her way to becoming a successful adult.

Our school is located in the north-western suburb of East Keilor, in the municipality of Moonee Valley, approximately 16km from Melbourne’s CBD. It is situated within a quiet residential area on an attractive treed site of approximately two hectares. The school has undergone significant improvements and developments, including a BER-funded library, multi-purpose inquiry centre, teacher resource room, canteen and renovation of the junior building to include six new classrooms. The grounds have also undergone beautification works, including an outdoor amphitheatre, landscaping and student-produced artworks and garden sculptures.

The student population at Keilor Heights is quite diverse. Around 56 students (16%) come from backgrounds where one of 26 languages other than English is spoken at home as a first language. Future enrolments are very strong with growth across the school. In 2019, there will be 23 grades and 5 specialist teachers and additional intervention teachers. The school has also heavily invested in ICT resourcing over the past three years. Each classroom is now fitted with an Interactive TV and each classroom has access to class sets of notebooks and iPads.

The specialist program includes Physical Education, Performing Arts, Visual Arts and ICT. Italian is provided for students from Prep- Grade 3. Intervention programs occur for targeted students.

Keilor Heights is a dynamic and vibrant school and has an active and supportive school community which works together with staff to support student learning and continually improve student outcomes.

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

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

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

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

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

SC6 Demonstrated ability to plan and implement learning intentions and success criteria that challenge students and maintain a culture of high expectations.

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

School: COBURN PRIMARY SCHOOL
Address: Richard Road, Melton South
Telephone: (03) 9971 2900
Fax: (03) 9747 9221
Email Address: coburn.ps@edumail.vic.gov.au
Contact Person: Ms Vicki Minton
School Hours: 8:50am to 3:15pm
Uniform: Maroon and Gold
School profile: Learn to Live 

Coburn Primary School is situated in Melton South and has a student population of some 700 students. The school is set in a picturesque and lush garden environment bordering the Blackwood Reserve. Our enrolment comprises of students from a range of cultural backgrounds reflecting the changes within the Melton South community. The school offers specialists programs including Visual Art, Music, Physical Education, LOTE (Indonesian) and Science. We pride ourselves on being a well organised and managed school that is strategic in its thinking, planning and implementation of curriculum programs.

We offer a broad, innovative and differentiated curriculum that promotes independent learning for all. At Coburn Primary School, we believe that all students have the right to learn in a safe and friendly environment that meets their academic and social needs. We ensure that there is a continuous and robust curriculum across the school to meet the needs of students in each year level and area. All members of staff at Coburn Primary School actively work to develop their professional capacity to provide the best possible education for our students. As a result of intensive professional learning, we have developed a consistent and coherent whole-school approach to the teaching of literacy and numeracy and a whole school assessment schedule.

The Coburn School Community has identified the following school values:
Together we are Respectful

Together we are Responsible

Together we are Co-operative

Together we strive for Excellence

Our school is structured with straight grades from Prep to Year Six, this is to enable staff to work collaboratively in professional learning teams. This restructure enables us to enhance and support this way of operating.

We have commenced a partnership with the Digital Technologies branch of the Department of Education and the Apple Education Team. They are working with our staff to use technology to enhance the teaching and learning programs across the school in all grade levels and curriculum areas. The schools journey is being captured as a case study and best practice model to be used more broadly across the education system. Coburn has implemented a Bring Your Own Device (BYOD) iPad program for students in year’s three to six.

Location
Coburn Primary School opened in 1975 and is located 40 kilometres west of Melbourne. It is in a well-established estate bordering on newly developed areas to the west. Most students walk, ride or are driven to and from school. Students come from estates surrounding the school. Many of the parents who are employed commute to Melbourne for work. The student population is becoming more culturally and linguistically diverse.

 
The school facilities include:
A beautiful new BER Gymnasium surrounded by synthetic grass areas
Separate sets of safe playground equipment (all shaded)
Basketball, netball, volleyball, and bat tennis courts
Large undercover synthetic turf areas Synthetic Oval
Quiet shaded area for passive recreation
Canteen that operates daily providing healthy snacks and lunches.
The school consists of two main brick buildings, an older Gymnasium, Performing Arts room and Canteen as well the new BER gymnasium. All buildings are well cared for and have been painted both inside and outside.

Education at Coburn Primary School is a partnership involving parents, students and teachers and parent participation is actively encouraged. Our current staff and school council are committed to continuing our school improvement journey.

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

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

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

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

SC5 A commitment to professional learning and growth

Ensure and maintain confidentiality of all processes, procedures and interaction with the school Leadership Team

• Liaise daily with Principal to ensure the smooth running of the Principals Office
• Maintain Principals’/Assistant Principals’ electronic appointment calendar
  • Book and reschedule appointments as required
• Maintain School electronic calendar
• Co-ordinate the distribution of endorsed policies
• Draft communications on behalf of the Principal Team
  • Draft letters, format and mail correspondence as directed
• Prepare and publish fortnightly digital newsletter, website, flexibuzz, messages on hold and social media presence (Facebook)
  • Liaise with key stakeholders to ensure submissions for the newsletter are received
  • Create newsletter and publish
• Scribe minutes/action points at various meetings with the Principal Team
• Attend meetings as requested, take minutes, type for distribution
• Provide administrative support for School Council Elections
  • Be familiar with the Principal’s Guide to School Council Elections and be a point of contact
  • Liaise with key stakeholders regarding School Council matters
• Prepare Agenda and other documentation required for School Council meetings
  • Liaise with key stakeholders for Agenda items
  • List correspondence and excursions requiring School Council approval
  • Collate and package all other documentation required for the meetings
• Organise/Coordinate Events in consultation with the Principal
  • Awards Night
  • Morning teas
  • Luncheons
  • Retirements
  • Conferences etc
• Provide administrative support for the operation of researches, surveys or other projects
  • Liaise and plan with key stakeholders to ensure the smoother operation of any research that requires administration support (Parent Opinion Survey, NAPLAN)
• Ensure Senior Leadership office spaces are orderly and well maintained
• Other duties as required by the Principal or her delegate.

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

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

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

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

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

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

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

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

• 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

Keilor Heights Primary School recruits staff who:

• Share a passion for teaching and/or working with children
• Display a positive attitude
• Relate positively to students, parents/carers and staff
• Demonstrate a commitment to lifelong learning

Keilor Heights Primary School aims to fully develop each young person academically, socially, emotionally and physically so they are well adjusted students who perform to the very best of their ability in all areas. We believe this can be best achieved in a happy, caring, safe and stimulating environment with the mutual commitment, support and cooperation of teachers, parents, students and the wider school community. We begin with the end in mind: every child who attends Keilor Heights Primary School will become an active learner on his or her way to becoming a successful adult.

Our school is located in the north-western suburb of East Keilor, in the municipality of Moonee Valley, approximately 16km from Melbourne’s CBD. It is situated within a quiet residential area on an attractive treed site of approximately two hectares. The school has undergone significant improvements and developments, including a BER-funded library, multi-purpose inquiry centre, teacher resource room, canteen and renovation of the junior building to include six new classrooms. The grounds have also undergone beautification works, including an outdoor amphitheatre, landscaping and student-produced artworks and garden sculptures.

The student population at Keilor Heights is quite diverse. Around 56 students (16%) come from backgrounds where one of 26 languages other than English is spoken at home as a first language. Future enrolments are very strong with growth across the school. In 2019, there are 23 grades and 5 specialist teachers and additional intervention teachers. The school has also heavily invested in ICT resourcing over the past three years. Each classroom is now fitted with an Interactive TV and each classroom has access to class sets of notebooks and iPads.

The specialist program includes Physical Education, Performing Arts, Visual Arts and ICT. Italian is provided for students from Prep- Grade 3. Intervention programs occur for targeted students.

Keilor Heights is a dynamic and vibrant school and has an active and supportive school community which works together with staff to support student learning and continually improve student outcomes.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:

- supervision and coordination of the work of senior curriculum or level coordinators;

- allocation of budgets, positions of responsibility and other resources within the area of responsibility;

- supervision of the delivery of teaching programs;

- management of programs to improve the knowledge and experience of staff;

- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

- contribute to the overall management of the school;

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

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

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

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

• 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

Rockbank Primary School has a rich history, opening in October 1868 to service the farming areas around Rockbank at the time. The school is located in the Rockbank Township just off the Western Highway amongst several new developments. Rockbank Primary School has a current Student Family Education and Occupation index of 0.6207. We have a current enrolment of 123 students spread across five classrooms. Next year the school will expand to seven classrooms consisting of 3 x P-1, 2 x 2-3 and 2 x Year 4-6. This has enabled the school to more successfully support student groupings and siblings, whilst also assisting cohorts of students with additional needs. It has also provided strong team collaboration between teachers. Our 2019 enrolments indicate a significant increase in student numbers due to several estates being developed within our current Designated Neighbourhood Area. We have added relocatable buildings to accommodate this growth.

A School Review was held in 2017 and a new Strategic Plan developed to outline the school’s future. The main focus is improving student outcomes in literacy and numeracy. In 2019 we will have a greater focus on writing and we will engage with consultants in literacy and numeracy to ensure teachers are supported to improve student outcomes. Teachers participate in regular Professional Learning using the High Impact Teaching Strategies and Practice Principles aligned with the Framework for Improving Student Outcomes.

Our school vision ‘Believe Nurture Achieve’ and our four school values of respect, togetherness, learning and safety reflect our school’s culture. Our values align with the implementation of the Child Safety Standards and we implement Respectful Relationships at our school. Our school values are used as common language and underpin every decision; with the values linked to our school wide expected behaviours which are represented on our school matrix. Our school wide house system is used to support a team approach to achieving success with Peacock, Harrison, Missen and Fisher all equally represented. Organised play time activities also helps to develop socialisation among students and provides them with scenarios that further enhance friendships and school connectedness. We have a weekly multi-age values session to solidify links between all levels of the school and to create greater school connections.

Data collection and analysis is a clear focus at Rockbank Primary School. With the help of a Learning Specialist our teachers, diagnose, assess and then implement differentiated learning programs. We have recently introduced an enhanced reporting system to provide real-time feedback to parents and to make reporting more relevant to student progress.

In 2019 the Specialist Program consists of PE, STEAM and Art. AUSLAN was introduced in 2018 as our LOTE subject.

SC1 Demonstrated experience and skills in coordinating and deliving an AUSLAN program.

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

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

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

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

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.


Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.


Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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