Sunbury Downs College is a Year 7-12 co-educational Secondary College situated in the regional town of Sunbury, 37 kms North West of Melbourne. It is a growing co-educational secondary College with student’s numbers exceeding 800.

The College vision is:

‘The ongoing development of a learning community of staff, students and parents committed to a culture of participation and excellence based on mutual respect. This College culture promotes personal growth leading to meaningful citizenship and successful pathways to further studies and employment through students’ academic success’. Our school motto is ‘Confidence to Achieve’.

The College offers the very best in teaching and learning due to the calibre of its staff. Highly capable and professional teachers and education support staff support students to learn and grow in the classroom and beyond. Our teachers’ talents ensure that students are supported to reach their potential in a caring and yet structured orderly learning environment. We are known for setting the benchmark in outstanding teaching and learning, with excellent results for students in their final years of schooling.

We offer a rich program in an environment with strong student management, high expectations and educational outcomes. The College regards itself as an academic school with a wide range of programs. There is a strong emphasis on core subjects: English, Mathematics, Science and Humanities; complemented by programs in the Arts/Technology, Performing Arts, Physical Education/Health and Languages. We also offer a wide range of VCE subjects including some VET studies and a structured rigorous VCAL program.

The College is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) Program for academically able students; extending students through a challenging curriculum including early commencement of VCE. The ACE Program is a select entry course with enrolment from our feeder primary schools.

The College is also accredited as an International School Provider with some International students enrolled in the later years.

SDC offers a wide range of extra-curricular activities and an inter-school program. There are year level and specialised camps and excursions, including an overseas Italian Study Tour and Interstate Canberra Trip. The College has a well-established student leadership program. SDC offers instrumental music tuition and presents a highly acclaimed Musical Production, enabling student to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.

The College has outstanding modern facilities. The College has specialised areas to support the learning of the sciences, technology, arts and sports. There is a modern Education Resource Centre, functional Technology Wing and also an on-site-Art-Design-Technology Exhibition space, enabling the display of high quality exemplary student work.

Our College is proud to be in partnership with its community and various organisations, so as to offer and provide the best for our students. Partnerships include our feeder schools, local businesses and many universities including Melbourne University. In recent time corporate partners such as the Beacon Foundation have extended their work into our classrooms. We acknowledge that it is the links with the outside world that extends the offerings for our students and community.

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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. This position is a .6 part time position, with hours to be spread over 4 days.
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.

The Student Wellbeing Coordinator has a prevention and early intervention focus which involves student counselling, engagement programs for students 'at risk', community links and partnerships.

The Student Wellbeing Coordinator is responsible for building strong engagement and support programs and maintaining efective links with outside agencies. The coordinator also oversee the Well being team and develop programs that foster improved outcomes in line with the college strategic plan.

Key responsibilities will include and not limited to:

- Counselling of Students

- Case Management of Students

- Working with key stake holders both within and beyond the college community to support students to achieve their personal and academic potential

- Actively seek out funding opportunites to buiild progams

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

Sunbury Downs College is a Year 7-12 co-educational Secondary College situated in the regional town of Sunbury, 37 kms North West of Melbourne. It is a growing co-educational secondary College with student’s numbers exceeding 800.

The College vision is:

‘The ongoing development of a learning community of staff, students and parents committed to a culture of participation and excellence based on mutual respect. This College culture promotes personal growth leading to meaningful citizenship and successful pathways to further studies and employment through students’ academic success’. Our school motto is ‘Confidence to Achieve’.

The College offers the very best in teaching and learning due to the calibre of its staff. Highly capable and professional teachers and education support staff support students to learn and grow in the classroom and beyond. Our teachers’ talents ensure that students are supported to reach their potential in a caring and yet structured orderly learning environment. We are known for setting the benchmark in outstanding teaching and learning, with excellent results for students in their final years of schooling.

We offer a rich program in an environment with strong student management, high expectations and educational outcomes. The College regards itself as an academic school with a wide range of programs. There is a strong emphasis on core subjects: English, Mathematics, Science and Humanities; complemented by programs in the Arts/Technology, Performing Arts, Physical Education/Health and Languages. We also offer a wide range of VCE subjects including some VET studies and a structured rigorous VCAL program.

The College is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) Program for academically able students; extending students through a challenging curriculum including early commencement of VCE. The ACE Program is a select entry course with enrolment from our feeder primary schools.

The College is also accredited as an International School Provider with some International students enrolled in the later years.

SDC offers a wide range of extra-curricular activities and an inter-school program. There are year level and specialised camps and excursions, including an overseas Italian Study Tour and Interstate Canberra Trip. The College has a well-established student leadership program. SDC offers instrumental music tuition and presents a highly acclaimed Musical Production, enabling student to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.

The College has outstanding modern facilities. The College has specialised areas to support the learning of the sciences, technology, arts and sports. There is a modern Education Resource Centre, functional Technology Wing and also an on-site-Art-Design-Technology Exhibition space, enabling the display of high quality exemplary student work.

Our College is proud to be in partnership with its community and various organisations, so as to offer and provide the best for our students. Partnerships include our feeder schools, local businesses and many universities including Melbourne University. In recent time corporate partners such as the Beacon Foundation have extended their work into our classrooms. We acknowledge that it is the links with the outside world that extends the offerings for our students and community.

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

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

Sunbury College is located 35km (about 30 minutes drive) from the city on the northern edge of Melbourne’s north-west growth corridor. The enrolment for 2018 is 1016.
The staff are in the main a mixture of mature, experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix.
A comprehensive curriculum is offered from years 7-12, including VET options and the College is organised around two sub-schools (middle years 7-9, and senior 10-12). The College has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.
Sunbury College is set on eight hectares and has well established facilities. With the addition of re-cycled water, the College has further improved the physical appearance of the grounds and general landscaping. The school is undertaking a large building upgrade which commenced in 2017.
The College is undertaking a review this year. In the area of student pathways and transition the College aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students. As part of its focus on student engagement and wellbeing, the College has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall well-being and engaged motivated learners with a strong sense of connection to the school community.

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.

• In consultation with teaching staff;
  • undertake specialist instruction with students in specific areas and provide one on one instruction eg. withdrawal sessions and Literacy groups.
  • supervise individual and group activities in classrooms.
  • discuss expected behaviours with the students that they are working with.
  • modify work to suit student needs.
  • assist in the supervision/ guidance of students in specific school programs eg. camps and excursions.
  • follow school procedures for dealing with students exhibiting challenging behaviour.
• Communicate and liaise with the Integration coordinator on a regular basis.
• Attend Student Support group meetings as required.
• Maintain confidentiality at all times.
• Use technical equipment or software that is relevant to the role.
• Attend professional development.

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

Sunbury Primary School is proud to be a school driven by a strong ethos and shared values, a place where learning is valued, focussed on the belief that every child can learn. The school’s vision is for all students to become successful learners; confident, creative and curious individuals who are active and informed citizens.

School enrolment in 2018 is 361. The school is organised to provide low class sizes across the school in composite class arrangements. Specialist programs operate to support school priorities and to take advantage of the teaching capital available to the school. To further support student learning the school is involved in various networks with a focus on teaching excellence. The community is ethnically, culturally and socio-economically relatively homogeneous. The School Family Occupation index of the school is 0.31.

Sunbury Primary School can trace its origins to 1869 as the first school in the local area. It was relocated in 1999 to Jacksons Hill on the southern boundary of the township of Sunbury, located approximately 35 kilometres northwest of Melbourne, within the city of Hume.

The school is housed in refurbished, heritage-listed bluestone and weatherboard buildings. Children enjoy school facilities which include modern classrooms, specialist art and music facilities, library and hall. Landscaped grounds feature historically significant trees and a horticulture centre. The playground facilities include an oval, soccer field, basketball court, tennis courts, passive recreation areas and play equipment including an industrial playground matched to the different physical and social stages of development.

Sunbury Primary School:

• Emphasis on the development of literate, numerate, articulate children who have a capacity, passion and curiosity for learning
• Develops a shared sense of purpose
• Provides a safe, inclusive environment where children are challenged to achieve their potential
• Maintains up to date Information and Communications Technologies to enhance student outcomes and engagement through collaborative learning
• Employs high quality strategic planning practices that promote and facilitate school effectiveness
• Provides a welcoming environment where students, parents and staff are valued

At Sunbury Primary School we believe that relationships are fundamental to the educational and social development of children and young people and that school improvement can be further supported and achieved with a genuine commitment to structure and support community conversations to develop our capacity. Partnerships with parents are highly valued with parental participation in school programs and through consultation, in order to create the best possible learning opportunities for our students. The school values of respect, honesty, cooperation, caring and responsibility underpin the school’s core belief that every child will learn.

SC1 Demonstrated understanding of best practice in student learning in Health and Physical Education and the ability to design and deliver a high quality program which maximises student learning outcomes.

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

SC3 Demonstrated capacity to monitor and assess student learning data using contemporary methods and the ability 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 commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

SC6 Demonstrated capacity to contribute to a positive school climate and culture through collaborative practices.

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

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

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

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

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

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

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

Sunbury College is a vibrant, cohesive and inclusive school located 35km (about 30 minutes’ drive) from the CBD in Melbourne’s north-west growth corridor. The College holds the values of respect, responsibility, resilience and endeavour as guiding principles. It has a focus on the academic growth, personal development and general wellbeing of each student. It is greatly valued by its local community of Sunbury and surrounds, and is experiencing growing enrolments.
The student enrolment is currently 1016 and is projected at 1040 next year. The staff are in the main a mixture of mature, experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix. Our staff are committed, professional and collaborative. They value continuous improvement and development.
A comprehensive curriculum is offered from years 7-12, including VET options, and the College is organised around two sub-schools (middle years 7-9, and senior 10-12) and four houses. The College has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.
Sunbury College is set on eight hectares and has well-established facilities, which are in the process of being modernised. Our new classrooms and science building will be completed by the end of this year.

The College is developing a new Strategic Plan this year. Our strategic directions going forward will have a strong emphasis on pedagogical development and on student agency and voice in their learning. In the area of student pathways and transition the College aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students. As part of its focus on student engagement and wellbeing, the College has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall well-being and engaged, motivated learners with a strong sense of connection to the school community.

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

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

KISMET PARK PRIMARY SCHOOL PROFILE

‘Building the Foundations for Success and Happiness’

Kismet Park Primary School currently has an enrolment of 489 and is located in Sunbury which is part of the North Western Region. Our school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development. Our Child Safe Code of Conduct outlines expectations for appropriate behaviour of staff, volunteers, contractors, and any other member of the school community involved in child-related work.

We are committed to all students’ achieving their academic potential, optimal self belief and well being and their desire to become life long learners. As a learning community we value teamwork, effective communication, participative decision-making and community involvement. Our professional learning program focuses on the implementation of consistent evidence based and purposeful teaching practices in all classrooms.

The Kismet Park community aims to “Build the foundations for success and happiness” through a highly engaging learning environment where there is focussed teaching in Literacy and Numeracy.We offer a broad curriculum that supports and develops student’s emotional, physical, social, cultural and academic needs. Students are encouraged to accept challenges in their learning through a positive, caring, and stimulating environment in which curiosity and creativity are fostered.

The Performing Arts has a high profile across the school. Housed in our recently completed, modern and well resourced Performing Arts space, the Performing Arts are complemented by a comprehensive Visual Arts program along with instrumental lessons that support our school band. Students are enthusiastic participants in Dance and Choir activities promoted by our Performing Arts teacher. Students are offered a range of opportunities to celebrate their skills through public performances including Wakakirri and local community events.

A well established Physical Education program encourages an active, healthy lifestyle through involvement in a wide range of physical activity. A specialist Japanese program supported by a number of staff who have Japanese language skills is implemented across the school.

Information Communication Technology (ICT) is integral to all areas of the curriculum. ICT tools offer a variety of virtual learning experiences, assessment tools and online resources for teaching and learning. A 1:1 iPad program operates in Years 5 and 6. Sets of Netbooks are available to students in Years 3 and 4 while sets of iPads in Prep to Year 2 allow students to develop digital skills, literacy and knowledge beyond the normal reach of the classroom.

In addition to our Performing Arts Space, school facilities include flexible learning spaces consisting of classrooms clustered around internal learning galleries and a full sized gymnasium. Our playgrounds include passive and active areas that encourage social interaction. Buddy benches foster friendship and spread the message of inclusion and kindness.

We value the strong sense of community that exists between staff, students and their families. A dedicated School Council and Parent Teachers Association work enthusiastically in support of school programs and to provide opportunities for our community to come together. We are committed to building upon this strong sense of community through the process of becoming an accredited ‘Kids Matter’ school where there is a strong focus on mental health and wellbeing of our students. We are currently implementing the School Wide Positive Behaviour Support Program across the school.

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

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

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

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

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

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

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

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

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

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

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

KISMET PARK PRIMARY SCHOOL PROFILE

‘Building the Foundations for Success and Happiness’

Kismet Park Primary School currently has an enrolment of 489 and is located in Sunbury which is part of the North Western Region. Our school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development. Our Child Safe Code of Conduct outlines expectations for appropriate behaviour of staff, volunteers, contractors, and any other member of the school community involved in child-related work.

We are committed to all students’ achieving their academic potential, optimal self belief and well being and their desire to become life long learners. As a learning community we value teamwork, effective communication, participative decision-making and community involvement. Our professional learning program focuses on the implementation of consistent evidence based and purposeful teaching practices in all classrooms.

The Kismet Park community aims to “Build the foundations for success and happiness” through a highly engaging learning environment where there is focussed teaching in Literacy and Numeracy.We offer a broad curriculum that supports and develops student’s emotional, physical, social, cultural and academic needs. Students are encouraged to accept challenges in their learning through a positive, caring, and stimulating environment in which curiosity and creativity are fostered.

The Performing Arts has a high profile across the school. Housed in our recently completed, modern and well resourced Performing Arts space, the Performing Arts are complemented by a comprehensive Visual Arts program along with instrumental lessons that support our school band. Students are enthusiastic participants in Dance and Choir activities promoted by our Performing Arts teacher. Students are offered a range of opportunities to celebrate their skills through public performances including Wakakirri and local community events.

A well established Physical Education program encourages an active, healthy lifestyle through involvement in a wide range of physical activity. A specialist Japanese program supported by a number of staff who have Japanese language skills is implemented across the school.

Information Communication Technology (ICT) is integral to all areas of the curriculum. ICT tools offer a variety of virtual learning experiences, assessment tools and online resources for teaching and learning. A 1:1 iPad program operates in Years 5 and 6. Sets of Netbooks are available to students in Years 3 and 4 while sets of iPads in Prep to Year 2 allow students to develop digital skills, literacy and knowledge beyond the normal reach of the classroom.

In addition to our Performing Arts Space, school facilities include flexible learning spaces consisting of classrooms clustered around internal learning galleries and a full sized gymnasium. Our playgrounds include passive and active areas that encourage social interaction. Buddy benches foster friendship and spread the message of inclusion and kindness.

We value the strong sense of community that exists between staff, students and their families. A dedicated School Council and Parent Teachers Association work enthusiastically in support of school programs and to provide opportunities for our community to come together. We are committed to building upon this strong sense of community through the process of becoming an accredited ‘Kids Matter’ school where there is a strong focus on mental health and wellbeing of our students. We are currently implementing the School Wide Positive Behaviour Support Program across the school.

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

School Profile

Goonawarra Primary School in Sunbury was established in 1987 to service the Goonawarra and Rolling Meadows Estates.

The 2018 enrolment of 443 students is accommodated in 19 classes. The staff consists of 27.8 equivalent fulltime members comprising 2 at Principal Class level, 25 teachers and 9 Education Support Staff. This will increase to 470 students in 2019 with 21 classes.

The school is set on four hectares of grassed open space with three large adventure playground areas and attractive gardens and outside facilities.

The architecturally designed original school building, which is 31 years old, has many unique features. This building is complemented by the new BER construction which contains six modern classrooms. In addition to the classrooms there is a gymnasium, computer lab available to all students, Visual and Performing Arts venue, a Science and Technology room and a spacious, well equipped, child friendly library.

All classrooms have their own interactive whiteboard and have access to notepads and iPads.

The school has a strong commitment to providing a curriculum which is both supportive of the needs of individual students and which challenges them to achieve their best. The school is committed to strengthening student achievement across all curriculum areas with a major focus of the Strategic Plan being English and Numeracy.

The school is dedicated to empowering students with the core values that will assist them in developing the attributes of responsible citizenship. The core values have been summarised into an acronym of G.R.E.A.T. The school community is now familiar with the sayings ‘Goonawarra is G.R.E.A.T!’ and ‘At Goonawarra we aim to be Generous, Responsible, Enthusiastic, Ambitious and Trustworthy.’ The meanings and the practical applications of these words are regularly explored and discussed in the classrooms.

Through positions such as Junior School Council, House Captains, Choir Captains and events such as ‘Principal for a Day’, student leadership is developed.

Parental input is very much valued at Goonawarra. Many opportunities exist for parents and the local and wider communities to be involved in the life at the school at many and varied levels.

There is a very comprehensive and engaging Transition program from preschool to school and through to secondary school.

The school also offers an excellent Out of Hours School Care Program (Before and After School).

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

Tours will be conducted on Wednesday, 7th November at 4:30pm and Friday, 9th November at 4:15pm.

• 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

Sunbury and Macedon Ranges Specialist School is a dual mode Specialist School that provides a quality educational program for students with intellectual disabilities across two campuses. The Primary campus is located in Sunbury and supports students from Prep to Grade 6 and the Secondary campus is located in Bullengarook and supports students from years 7-12. Around 35% of our students have a diagnosis of Autism as well as their intellectual disability.

Student enrolments have increased significantly over the past few years and we have an enrolment of over 228 students.

Students are supported by 38 teaching staff and 50 fulltime EFT of educational support staff.

Our school motto is “to empower our students towards independence through a command of language, mobility and social competency”. This is reflected in the programs that are offered in the school that include Art, Physical Education, Materials Technology, Swimming, Health and Human Relations and Riding for the Disabled. VET Programs that include woodwork, ICT and horticulture in the lower secondary years of school prepare students for the Victorian Certificate of Applied Learning that is offered at Foundation level for students in their final years of schooling.

An allied Health team comprising Physiotherapist, Occupational Therapist, Speech Pathologist and Performing Arts Therapist support students further to achieve goals established in their Individual Education Plans.

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 commitment and experience related to teaching in the field of Special Education.

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

Other Information

Special settings and visiting teachers.

Where the view is formed that a teacher vacancy in a special setting ( or a visiting teacher position) which requires an approved special education, may not attract applicants from teachers with that qualification then the following advice may be included in the job opening when the teacher vacancy is created on Recruitment Online:

“Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification or a preparedness to undertake it”.

Where the vacancy was advertised as an ongoing position and an external applicant who does not have an approved special education qualification is selected that person can only be offered fixed term employment for a period not exceeding five years.

Successful applicant may be required to work at either the Sunbury Campus (Primary) or the Bullengarook Campus (Secondary).

• 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

Sunbury Primary School is proud to be a school driven by a strong ethos and shared values, a place where learning is valued, focussed on the belief that every child can learn. The school’s vision is for all students to become successful learners; confident, creative and curious individuals who are active and informed citizens.

School enrolment in 2018 is 361. The school is organised to provide low class sizes across the school in composite class arrangements. Specialist programs operate to support school priorities and to take advantage of the teaching capital available to the school. To further support student learning the school is involved in various networks with a focus on teaching excellence. The community is ethnically, culturally and socio-economically relatively homogeneous. The School Family Occupation index of the school is 0.31.

Sunbury Primary School can trace its origins to 1869 as the first school in the local area. It was relocated in 1999 to Jacksons Hill on the southern boundary of the township of Sunbury, located approximately 35 kilometres northwest of Melbourne, within the city of Hume.

The school is housed in refurbished, heritage-listed bluestone and weatherboard buildings. Children enjoy school facilities which include modern classrooms, specialist art and music facilities, library and hall. Landscaped grounds feature historically significant trees and a horticulture centre. The playground facilities include an oval, soccer field, basketball court, tennis courts, passive recreation areas and play equipment including an industrial playground matched to the different physical and social stages of development.

Sunbury Primary School:

• Emphasis on the development of literate, numerate, articulate children who have a capacity, passion and curiosity for learning
• Develops a shared sense of purpose
• Provides a safe, inclusive environment where children are challenged to achieve their potential
• Maintains up to date Information and Communications Technologies to enhance student outcomes and engagement through collaborative learning
• Employs high quality strategic planning practices that promote and facilitate school effectiveness
• Provides a welcoming environment where students, parents and staff are valued

At Sunbury Primary School we believe that relationships are fundamental to the educational and social development of children and young people and that school improvement can be further supported and achieved with a genuine commitment to structure and support community conversations to develop our capacity. Partnerships with parents are highly valued with parental participation in school programs and through consultation, in order to create the best possible learning opportunities for our students. The school values of respect, honesty, cooperation, caring and responsibility underpin the school’s core belief that every child will learn.

1.Demonstrated understanding of best practice in student learning in Science, Technology, Engineering and Mathematics (STEM) and the ability to design and deliver a high quality program which maximises student learning outcomes and inspires imagination, creativity and innovation.

2.Demonstrated capacity to increase the knowledge base of staff in STEM education, with particular emphasis on supporting the school in the shaping of teacher practice and high quality instruction.

3.Demonstrated capacity to monitor and assess student learning data using contemporary methods and the ability to use this data to inform teaching for improved student learning.

4.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.

5.Demonstrated commitment and capacity to actively contribute to a broad range of school activities and commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

6. Demonstrated capacity to contribute to a positive school climate and culture through collaborative practices.

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

School tours will be conducted by the Principal on the following days: Tuesday 13 November at 5pm or Monday 19 November at 4.30pm. Please call the school office on 9744-9744 if you wish to attend.

• 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

Sunbury Primary School is proud to be a school driven by a strong ethos and shared values, a place where learning is valued, focussed on the belief that every child can learn. The school’s vision is for all students to become successful learners; confident, creative and curious individuals who are active and informed citizens.

School enrolment in 2018 is 361. The school is organised to provide low class sizes across the school in composite class arrangements. Specialist programs operate to support school priorities and to take advantage of the teaching capital available to the school. To further support student learning the school is involved in various networks with a focus on teaching excellence. The community is ethnically, culturally and socio-economically relatively homogeneous. The School Family Occupation index of the school is 0.31.

Sunbury Primary School can trace its origins to 1869 as the first school in the local area. It was relocated in 1999 to Jacksons Hill on the southern boundary of the township of Sunbury, located approximately 35 kilometres northwest of Melbourne, within the city of Hume.

The school is housed in refurbished, heritage-listed bluestone and weatherboard buildings. Children enjoy school facilities which include modern classrooms, specialist art and music facilities, library and hall. Landscaped grounds feature historically significant trees and a horticulture centre. The playground facilities include an oval, soccer field, basketball court, tennis courts, passive recreation areas and play equipment including an industrial playground matched to the different physical and social stages of development.

Sunbury Primary School:

• Emphasis on the development of literate, numerate, articulate children who have a capacity, passion and curiosity for learning
• Develops a shared sense of purpose
• Provides a safe, inclusive environment where children are challenged to achieve their potential
• Maintains up to date Information and Communications Technologies to enhance student outcomes and engagement through collaborative learning
• Employs high quality strategic planning practices that promote and facilitate school effectiveness
• Provides a welcoming environment where students, parents and staff are valued

At Sunbury Primary School we believe that relationships are fundamental to the educational and social development of children and young people and that school improvement can be further supported and achieved with a genuine commitment to structure and support community conversations to develop our capacity. Partnerships with parents are highly valued with parental participation in school programs and through consultation, in order to create the best possible learning opportunities for our students. The school values of respect, honesty, cooperation, caring and responsibility underpin the school’s core belief that every child will learn.

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 capacity to contribute to a positive school climate and culture through collaborative practices.

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