For over 30 years, the College (under its former name of Queenscliff High School) has served the local community and the past record of our students in academic, cultural and sporting fields is noted with pride.

The college operates on two sites with approximately 500 students at Ocean Grove and 730 students at Drysdale. All Year 7 and Year 8 students are located at the Ocean Grove Campus; the Drysdale Campus has students from Year 9 to Year 12.

Education Support Officers make a valuable contribution to the lives and interests of young adults at Bellarine Secondary College through their contribution to school administration and operations and through direct support to teachers and students in the delivery of educational programs. They are considered a vital part of the teaching and learning process of the college.

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated high level oral and written communication skills and the ability to build and maintain effective relationships with staff and students.

SC4 Possess the technical knowledge and expertise relevant to the position, excel, first class, compass experience an advantage.

SC5 Demonstrated capacity to provide advice and support to management including providing financial and administrative reports to the executive team.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

This position may require attendance of up to 1 week during school holidays.

The primary role is to manage the daily organisation across the College, under supervision of the Executive Team.

Bellarine Secondary College uses Compass, Cases21, First Class as the main software packages to support this role.

As well as attending to the duties required within the ES Range 1-2, specific roles will be:

Working as a key member of the administration team and contributing to the College community.

The ability to manage multiple tasks and be a self starter. Personal qualities of sensitivity, flexibility and integrity with excellent communiation skills are essential.

At the request of the Business Manager and the College Principal, perform duties that will assist in the delivery and the efficient functioning of the College.





 

- Daily Organisation - Co-ordinating CRT's to cover teaching staff for all absences, including the administration of Professional Development and Professional Practice Days.

- Allocating extras, in lieus to staff equitably, in line with the agreement and communicating this to staff.

- Maintaining database of CRT's including qualifications, availability, resumes etc

- Liasing with Recruitment companies as required.

- Support the administration of School Local Payroll in conjuction with the Assistant Business Manager.

- Administration of CRT paperwork and Inductions.

- In conjuction with the Business Manager ensure staffing changes notified to appropriate staff to ensure the smooth daily organisation of the College.

- Participation in the weekly Daily Organisation Team meeting. (DOT)

- Management of the College calendar.

- Working with the timetabler on alternative programs that require staffing e.g. Orientation Programs

- Provide various reports to the Executive Team on the CRT budget, staff allocations etc.

- Provide basic information to staff on relevant awards and conditions.

- Assistance and relief to the administration team when required.

- Proficient use of administrative packages is essential for this role.

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 position will require flexibiltiy of working hours. It is a full time position - 7.6 hours per day.

Standard hours would be from 7.30am (on site) to 3.50pm

Candidates are advised that the key selection criteria MUST be addressed.

Successful applicants must have a current Working with Childrens Card.

The name of 3 referees including contact details.

A CV with experience and qualifications and a cover letter.

About Our School

Apollo Bay is in a beautiful coastal town surrounded by the Otway ranges. This rich environment has attracted a community with a strong commitment to a healthy active lifestyle, the environment and a great interest in the arts. This is reflected in the colleges programs and supported by students, parents and the wider community.

The college is organised in 2 sub-schools, Junior -Prep to Year 6, and Senior -Year 7 to 12. The total student population is approximately 270. Our college has a tradition of high academic achievement complimented by outstanding achievements in the Arts, Music and Sport. The great majority of our students move on to tertiary study post Year 12.

Our college is committed to helping develop in students the capacity, desire and tools to achieve their best in all endeavours. We foster a sense of awareness, responsibility and respect in global, family, community and individual contexts. We support and encourage students in the pursuit of excellence.

SC1 Demonstrated experience and skills in coordinating a specific education support function.

SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and expertise relevant to the position.

SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

[Attendance requirement for this position]

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

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.

- Provides coordination support to teachers through rostering and the organisation of the work of a team of aides, including supervision and guidance.
- Conducts routine presentations to parents to assist teachers in communicating objectives and outcomes relating to educational programs and/or students.
- Liaise with external providers of support services.
- Provide medical intervention support that involves a specific medical condition approved by the Department, requires specialised training/instruction that requires regular updating and has clearly defined responsibility for the administration of such support.

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

Deans Marsh Primary School is a small rural school in the foothills of the Otways with a current enrolment of 67 students. A school bus service provides transport for the majority of children at the school. The school has newly refurbished buildings including a Student Learning Centre (with two classrooms and a multi-purpose area), Student Learning Studio, Art Room, Musical Kitchen, undercover area, spacious shaded grounds including two ovals, soft-drop play area, tennis/basketball court, orchard, veggie garden and chook shed.

The school is committed to providing a stimulating learning environment that nurtures independent learners. Positive self-esteem is fostered in a supportive classroom environment and the use of the Restorative Practices process provides a whole school approach to welfare.

SC1 Capacity to undertake routine tasks to maintain and improve school grounds.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students.

SC3 Capacity to assist the Kitchen Garden teachers with preparation and cooking of the fortnightly meal.

The Kitchen Garden Assistant will assist with the running of the Kitchen Garden Program working alongside students and staff. The Kitchen Garden Assistant will maintain and enhance the school gardens, in particular, tending to the vegetable gardens, orchard and school chickens.

The Kitchen Garden Assistant will:

- Maintain the vegetable gardens, orchard and chook shed including developing new vegetable gardens and plantings.

- Work with students and teachers during the Kitchen Garden program and assist students with the preparation and service of meals.

- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.

- Keep records of tasks completed by using accurate school sign in processes.

- Work in accordance with school OH&S processes, including school safety procedures.

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

Interested candidates will need to:

- Apply on Recruitment Online (Jobs in the Department of Education and Training)

- Respond to Key Selection Criteria

This can be discussed further by contacting the Principal, Russell Taylor-Shaw at the Deans Marsh Primary School Office

Phone: (03) 5236 3264

• 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

Lara Lake Primary School is located 15 kilometers North of Geelong. It first opened its doors in 1865 and has a proud history of quality education and care for all students. The school has continued to grow, achieving its highest enrolment of 690 students in 2018.

The School Vision is ‘For each and every child to be literate, numerate, curious and caring.’ The School Values are ‘Respect, Responsibility and Excellence’. Students, staff and the community uphold these values to make Lara Lake the outstanding school that it is. The school is constantly striving to improve, placing the needs of the students at the forefront.

Our facilities are mostly modern and bright. Our buildings and features provide a safe and attractive learning environment which will continue to be of the highest standard. In 2017 and 2018, the school received Capital Works Grants to further re-furbish classroom spaces and add extra classrooms. The school also has a synthetic all-weather oval and a full sized gymnasium. This building includes a music room, a canteen and a full size basketball court. The school has flat screen TVs in every classroom and runs a 1-1 iPad program for all students in Grades 3-6.

The 2018 staff profile comprises 57 staff members, including a Principal, 2 Assistant Principals, 2 Leading Teachers, 36 classroom and specialist teachers, 4 administration staff and 12 Educational Support staff. In 2018 there are 30 classrooms.

The school has a strong reputation for quality curriculum programs and all staff have a solid understanding of the Victorian Curriculum. Classroom programs are offered alongside a comprehensive specialist program consisting of: Visual Arts, Performing Arts/Music and Physical Education. There is a whole school focus on social/emotional learning through the implementation of ‘Play is The Way’, a pro social program. This allows students to develop the necessary skills to problem solve, work independently, develop empathy and understand themselves and others. Lara Lake aims to develop outstanding citizens.

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 teach from Prep to Year 6 in a variety of Specialist areas such as Physical Education, Visual Arts and Music.

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

For over 30 years, the College (under its former name of Queenscliff High School) has served the local community and the past record of our students in academic, cultural and sporting fields is noted with pride.

The college operates on two sites with approximately 500 students at Ocean Grove and 730 students at Drysdale. All Year 7 and Year 8 students are located at the Ocean Grove Campus; the Drysdale Campus has students from Year 9 to Year 12.

Education Support Officers make a valuable contribution to the lives and interests of young adults at Bellarine Secondary College through their contribution to school administration and operations and through direct support to teachers and students in the delivery of educational programs. They are considered a vital part of the teaching and learning process of the college.

SC1 Demonstrated experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated high level oral and written communication skills and the ability to build and maintain effective relationships with staff and students.
SC4 Possess the technical knowledge and expertise relevant to the position, excel, first class, compass experience an advantage.
SC5 Demonstrated capacity to provide advice and support to management including providing financial and administrative reports to the executive team.
SC6 Demonstrated commitment to professional learning and growth for both self and others.

This position may require attendance of up to 1 week during school holidays.

The primary role is to manage the daily organisation across the College, under supervision of the Executive Team.

Bellarine Secondary College uses Compass, Cases21, First Class as the main software packages to support this role.

As well as attending to the duties required within the ES Range 1-2, specific roles will be:

Working as a key member of the administration team and contributing to the College community.

The ability to manage multiple tasks and be a self starter. Personal qualities of sensitivity, flexibility and integrity with excellent communiation skills are essential.

At the request of the Business Manager and the College Principal, perform duties that will assist in the delivery and the efficient functioning of the College.
 

- Daily Organisation - Co-ordinating CRT's to cover teaching staff for all absences, including the administration of Professional Development and Professional Practice Days.

- Allocating extras, in lieus to staff equitably, in line with the agreement and communicating this to staff.

- Maintaining database of CRT's including qualifications, availability, resumes etc

- Liasing with Recruitment companies as required.

- Support the administration of School Local Payroll in conjuction with the Assistant Business Manager.

- Administration of CRT paperwork and Inductions.

- In conjuction with the Business Manager ensure staffing changes notified to appropriate staff to ensure the smooth daily organisation of the College.

- Participation in the weekly Daily Organisation Team meeting. (DOT)

- Management of the College calendar.

- Working with the timetabler on alternative programs that require staffing e.g. Orientation Programs

- Provide various reports to the Executive Team on the CRT budget, staff allocations etc.

- Provide basic information to staff on relevant awards and conditions.

- Assistance and relief to the administration team when required.

- Proficient use of administrative packages is essential for this role.

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 position will require flexibiltiy of working hours. It is a full time position - 7.6 hours per day.

Standard hours would be from 7.30am (on site) to 3.50pm

Candidates are advised that the key selection criteria MUST be addressed.

Successful applicants must have a current Working with Childrens Card.

The name of 3 referees including contact details.

A CV with experience and qualifications and a cover letter.