Phys.Ed Teacher P-8 - Hendy Campus

Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong.  It is made up of four junior campuses (four P-8 campuses) and one senior campus (years 9-12).  Our junior campuses are based on a team structure focussed around three learning communities, Year P-2, Year 3-5 and Year 6-8.   Our Year 9 is another learning community leading on to post compulsory education at Years 10-12.

Northern Bay College’s aim is to provide a supportive, coordinated and consistent approach to the education and wellbeing of children and young people enrolled in government schools in the Corio/ Norlane area.

The vision of Northern Bay College is to instil community commitment, confidence and high expectations in lifelong learning by:

• Developing young people who are engaged, motivated and challenged to fulfil their potential.
• Maximising the educational opportunities and creating purposeful and diverse pathways for all students.
• Developing partnerships with other schools, community organisations and business which can empower a community through learning.
• Integrating education and community/ family services in the one precinct.
• Creating a community that is literate, numerate, curious, articulate, resilient and passionate.
• Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best.
• Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning

The five campuses that make up Northern Bay College have been undertaking sustained discussions and collaborative planning since the end of 2006 to create a new entity at the beginning of the 2011 school year.  This project had been informed and defined by the collation and analysis of student outcomes that clearly indicate an educational need for cluster/ network or individual school improvement.

The College embraces a growing cultural diversity that includes Culturally and Linguistically Diverse students from non English speaking backgrounds and a significant indigenous population. The College is working towards addressing the specific needs of these students through a structured EAL (English as an Additional Language) and Wannick Program.

There is a significant enrolment of students with additional needs some of which are funded through the Program for Students with a Disability. 

The College and the community is characterised by high levels of social disadvantage. The parent population is characterised by high unemployment, single parent families and high mobility. The Student Family Occupation Index range within the College averages). 0 80.  Currently, many students start schooling in the Prep year without being `school ready’ All campuses are tailoring their programs and allocating their resources to meet the diverse needs of all students. These include:

• Re-engagement program for at risk students.
• Intervention programs in both Literacy and Numeracy.
• College Chaplaincy program.
• The development of an applied learning continuum.
• Transitions into, through and beyond are structured to support all students.
• Whole college and targeted wellbeing and engagement programs.
   

Northern Bay College is characterised by its core values:

Collaboration

The responsibility to actively work, plan and learn together in a flexible learning environment and to share our resources and learning with others.

Outcomes

To provide Corio Norlane communities with the highest quality educational programs in the best possible, world class facilities with a vision to instil community commitment, confidence and high expectations in lifelong learning.

Respect

The staff and students at Northern Bay College respect the College CORE Values without discrimination abiding by the basic principles of Freedom, Respect, Equality and Dignity.

Equity

At Northern Bay College we believe that our students have a right to quality at all times – quality teachers, quality resources, quality leaders, quality tasks, quality relationships, quality learning environments, quality facilities, quality outcomes and quality experiences.

In Summary

We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.

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

- 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.