Location Profile
Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong made up of four Prep ¿ Year 8 campuses and a fifth Year 9 - Year 12 campus. The college also boasts a Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) on our Goldsworthy site.
The College operates through a three sub-school structure to enhance our `One School ¿ One Team¿ ethos which emphasises a rigorous focus on Student Learning underpinned by a proactive and supportive well-being framework. Across the college, staff work in Professional Learning Communities based upon the Stages of Learning; Prep - Year 2, Year 3 - 6 and Year 7 - 9 & Year 10 - 12. These teams meet regularly in Campus based and college wide groups to implement data informed strategies that support continued improvement of learning outcomes for all students.
Organisationally the college is arranged in three sub schools, the Hendy P-8 Campus and Peacock P-8 Campus Sub School; the Wexford P-8 Campus and Tallis P-8 Campus Sub School and the Goldsworthy Year 9-12 Sub School. Additionally, the College Assistant Principal ¿ Student Enrichment Programs leads a portfolio that includes oversight of programs that connect students with further educational opportunities as well as providing executive leadership to College facilities including the Family and Early Learning Centre and the GITTC.
The College is very well supported by a strong team working to implement a college wide, sustainable Inclusion Team structure that consists of specialised teachers and education support staff, including a College Inclusion Leader, Inclusion Support Coordinators, Mental Health Wellbeing Leaders (Years P-6), Inclusion Workers and an Inclusion Administration Assistant. The Inclusion Team works closely with the College Nurse, College Wellbeing Team, mentor teachers, education support staff, CALD staff, Allied Health practitioners and DET Student Support Services.
As a College we embrace our diversity, boasting a proud cohort of Culturally and Linguistically Diverse (CALD) students and a large First Nation student population. The College supports the needs of students through a structured English as an Additional Language program (EAL) and through implementation of the Marrung Strategy.
Our vision is to instill community commitment, confidence and high expectations in lifelong learning by:
¿ Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
¿ Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
¿ Developing young people who are engaged, motivated and challenged to fulfil their potential
¿ Maximising educational opportunities and creating purposeful and diverse pathways for all students
¿ Developing partnerships with other schools, community organisations and business
Northern Bay College is characterised by school values inspired by student voice:
Growth
The College has a shared community commitment to support every child to grow academically and emotionally. With a growth culture we celebrate improvements in skills, engagement, outcomes, and participation.
Collaboration
We value positive actions and relationships across the College that increase our collective potential for improvement. Actively working together supports our goal to better improve outcomes in learning, health, and participation.
Persistence
Our College communities share expectations to continue to pursue our goals and outcomes, even if challenging or when it takes time and energy. We seek solutions and strategies to ensure our ongoing improvement.
Kindness
Our College encourages all members of our community to model and interact with each other in a positive and respectful manner. As students, staff, and families we operate with a kindness mindset, encouraging and developing an inclusive and diverse community.
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.
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
SC6 Building Engagement Through Hands-On Learning ¿ Please comment on your capacity to foster positive relationships with disengaged students by creating a supportive, inclusive learning environment through practical, real-world projects.
Role
About 40 per cent of Australian students are regularly disengaged at school. Hands on Learning (HoL) (handsonlearning.org.au) is an innovative school-based program that uses a variety of practical projects to re-engage students in their education and with their school and community. The program increases attendance and student achievement by building personal and social skills and supporting the different ways young people learn.
Working with a group of 10-12 students per day, artisan-teachers support students to complete significant, yet basic, building, landscaping, public art, food preparation and team building activities. Established in Frankston, Victoria in 1999, HoL is currently operating in over 100 schools in Victoria, New South Wales, Queensland, and Tasmania. The program is delivered in primary, secondary, alternative and special school settings.
HoL at Northern Bay College has been offered for over fifteen year and supports student across Years 5-12 but the majority of students are from Years 5-8. The program has been shown to significantly increase confidence, attendance, and retention of students. Participating students spend a day each week as part of a HoL team where they participate in real and meaningful creative projects that benefit the school and local community.
The program is long term and delivered in a cross-age supportive environment where role modeling, positive feedback and mentoring are found to be highly effective. As an in-school program, students remain connected with their academic-based curriculum the remaining four days of the week.
Schools running HoL are supported by Save the Children¿s School Support team, who provide training and ongoing support to HoL artisan-teachers. The HoL artisan-teacher must have strong interpersonal skills to foster a learning environment that considers the individual needs of students.
The HoL artisan-teacher role also requires competency using Microsoft Excel for maintaining records and to be able to work effectively as part of a team to support the management of student behaviour. This role requires the artisan-teachers to liaise with school leadership and school support services such as the wellbeing team to support students to build social skills and positive behaviours.
The Position: (key areas of accountability)
· Supporting young people through the development of strong relationships that keep students connected to school and promote positive student behaviours.
· Developing and delivering real and meaningful HoL practical projects.
· Maintaining appropriate records and collecting evidence to document student progress.
· Implementing the key elements of the HoL methodology to ensure the consistent delivery of a quality program.
· Building business and community connections to foster local community project opportunities.
Person Specific: (essential knowledge and experience)
· Demonstrated strong interpersonal communication skills.
· Demonstrated experience in working effectively in a team environment.
· Demonstrated capacity to deal with difficult behaviours and respond to the individual needs of students.
· Demonstrated commitment to the HoL philosophy and fundamental elements of the methodology.
· Demonstrated capacity to plan and deliver creative and/or construction-based projects.
· Demonstrated ability to maintain detailed records.
Person Specific: (desirable qualifications, knowledge or experience)
· Experience and/or qualifications relevant to working with school students in a school setting and/or
· A sub-major study in a trade specialist area; or
· Industry or Vocational Education and Training (VET) qualifications equivalent to Certificate IV or higher in the specialist area; or
· Certificate of proficiency in a relevant trade area; or
· Completion of an accredited `Course in safe use of Machinery for Technology Teaching¿ (woodwork and metal work).
Responsibilities
General teaching:
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.
Hands-on Learning focused:
- Personal and professional development
o Attend HoL regional professional development meetings run by the School Support team.
o Participate in performance reviews as outlined by the school.
- Professional service delivery
o Act in a professional manner always when dealing with internal and external services/groups.
o Maintain appropriate confidentiality ¿ both organisationally and regarding students.
o Provide supervision to students maintaining safety and duty of care.
o Communicate in respectful and polite manner.
o Follow through with key tasks.
o Comply with the school and Department of Education policies and procedures.
o Participate in OH+S safe work practice to ensure a safe work environment.
- Administration and documentation
o Ensure that all documentation is accurate and completed in a professional and timely manner.
o Complete HoL reports for students as required by the school.
o Complete documentation connected to school procedures.
o Maintain accurate data and records on students.
o Attend required school meetings.
- Technical skills and application
o Technical skills and knowledge of applied learning principles relevant to HoL delivery.
o High-level interpersonal skills to actively mentor and support disengaged students. Model respectful teacher/student relationships.
o Professional communication with key school staff on student progress.
o Demonstrate technical creative/building skills to students.
o Implementation and communication of Focus Plans within the program and the wider school community.
o Working with key school staff to conduct the student referral/intake process.
- Team work and Communication
o Open and timely communication to provide detailed information to the HoL School Support Team and the wider school community.
o Open communication as part of teamwork and collaborative work practices.
o Lead the HoL team of students in successful completion of tasks.
- Continuous Improvement
o Attend any professional development opportunities/requirements provided by the School and/or the HoL School Support Team. This includes: OH+S training, program methodology, effectively supporting students and child safe guarding.
Who May Apply
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.
EEO AND OHS Commitment
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
Child Safe Standards
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:
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
Other Information
ACCOUNTABILITY
The HoL artisan-teacher is employed by the school to deliver the HoL program and is subject to their employee¿s conditions and work experiences. The College Principal will nominate a supervisor/line manager to whom the HoL artisan-teacher is directly accountable, with the day to day running of HoL.
HoL artisan-teachers are expected to maintain contact with Save the Children¿s HoL School Support team, and actively participate in activities organised by the HoL School Support team, as part of the ongoing partnership between the school and Save the Children. The HoL School Support team offers advice, professional development, and other support to HoL artisan-teachers, along with regular progress reports to school leadership to maintain clear and transparent quality assurance accountability to HoL schools.
Conditions of Employment
* 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.