Gormandale is a proud community that is very supportive of their local school. There are sporting facilities within the town which cater for football, netball and tennis. The Recreation Reserve adjoins the school making their oval, netball courts and a large playground accessible for all. There is a very active Community House who maintain a community garden and BBQ area for the town. The historical Gormandale Mechanics Institute (hall) hosts many activities including Karate for all ages.

Gormandale & District PS is closely aligned with Gormandale Kinder which is located on the school site. An extensive transition program over Term 4 ensures a seamless start to school for new Prep students.
The majority of our Grade 6 students will enrol at either Yarram or Traralgon Secondary College; this transition is also a strong focus for the senior students.

Gormandale & District Primary School main building was built in 1996 and consists of three classrooms and a specialist room. The Art room and Kinder are located in a BER building across the court yard from the main building. All areas are flooded with natural light and allow an open plan learning environment that promotes a whole learning community. G&DPS are extremely lucky to have up to date technology, with computers, laptops and/or iPads in each classroom. The school also boasts an oval, two tennis courts, two playgrounds and has fabulous play equipment including mud kitchen and cubby house.

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.

SC6 Demonstrated skill in gardening and basic maintenance.

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, working with children check, police check

The responsibilities of this position will be:

MAINTENANCE

* Report maintenance/OHS issues to the Principal

* Undertake routine and emergency maintenance tasks as directed by the Principal

* Comply with OHS requirements

GARDENING

* Undertake routine gardening tasks (including mowing, weeding, watering, leaf blowing, rubbish removal, surface gutter and drain clearing) within the school boundaries to maintain a safe and aesthetically pleasing environment

* Ensure safe storage of gardening equipment

* Where necessary coordinate the maintenance of gardening equipment

* Report any issues in relation to the school environment to the Principal

* Comply with OHS requirements

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

Korumburra Secondary College will be the host employer of the Head Start Coordinator as part of the distribution of responsibilities for staffing across the Head Start cluster.

Head Start is an exciting new $49.8m (over 4 years) initiative from the State Government to increase the numbers of students undertaking high quality apprenticeships and traineeships while still completing their senior secondary studies through flexible arrangements.

Head Start apprenticeships and traineeships are characterised as meeting employer requirements and providing a strong pathway for students wishing to transition from school into employment with qualifications in their chosen field.

The three core components of a Head Start apprenticeship or traineeship include: flexible delivery of VCAL or VCE with a strong focus on literacy and numeracy; quality training delivered concurrently with time on the job to support achievement of competencies; maximised time in employment to support genuine progression through the apprenticeship or traineeship.

Head Start is being rolled out in 100 schools in 10 sites across Victoria with targets to achieve an additional 1,700 new apprenticeships and traineeships from 2019–2022. The initiative is part of a suite of Careers and Pathways Reforms including $109m for careers education with a strong focus on Years 7–9 and $25.9m to strengthen vocational education in schools.

The secondary schools in Inner Gippsland have a long history of commitment to and collaboration on vocational education. There are ten government secondary schools in Inner Gippsland that are participating in our Head Start cluster to provide their students with a pathway to completing their VCE or VCAL while getting started on a career path in an industry with proven demand. The Head Start cluster is overseen by a Board comprising the school principals and led by the Cluster Director who reports to the Board. The successful candidate will be part of a team of four Head Start Coordinators, Administration Manager and led by the Cluster Director.

Korumburra Secondary College will be the host employer of the Head Start Coordinator. The Cluster Director is based at Traralgon College. The other three Head Start Coordinators will be based at other schools located across Baw Baw and Latrobe Local Government Areas. The Coordinators are expected to be highly mobile, building relationships with employers, training providers and other agencies, visiting students and their families at school and at their workplaces, and collaborating with their colleagues. The Head Start administration office and the Head Start Administration Manager will be based at Traralgon College.

SC1 Demonstrated behaviours and attitudes consistent with the Victorian Public Service Values.

SC2 Demonstrated proficiency to work cooperatively and build sustained partnerships with and between a range of stakeholders including students, parents, school-based practitioners, Registered Training Organisations, LLENs, apprenticeship support networks and employers.

SC3 Ability to work both independently and in a team, adhering to program guidelines and timeframes.

SC4 Capacity to support young people through regular site visits and mentoring.

SC5 Excellent time management and organisational skills with the ability to self-manage caseloads.

SC6 High-level verbal and written communication skills, which includes preparation of reports, development of resources, and presentations as required.

SC7 Ability to contribute to improving the implementation of Head Start in Inner Gippsland.

The Head Start Coordinator is responsible for developing and supporting Head Start arrangements between students, employers, training providers and schools as part of the Head Start Cluster team.

This will include building employer and industry connections to source and support the delivery of Head Start apprenticeships and traineeships in their local area.

The coordinator will be required to build relationships with multiple stakeholders including TAFE, the LLEN, apprenticeship support networks, pathways and career practitioners and other student-centred teams within participating schools.

The Coordinator will report to the Head Start Cluster Director and will be required to contribute to the development of the Head Start team and program and to provide regular reports on activity and outcomes.

Attendance is required for 38 Hours (1 week) during school vacation periods. At least one member of the team will be required to work across each of the school holiday period to support relationships with employers and to support students in their workplaces. This will be rostered across the three fulltime Head Start Coordinators with days to be negotiated.

1. Work closely with individual school and regional careers and pathways staff to inform students about and recruit students into Head Start.
2. Build employer networks and recruit employers for the Head Start Program.
3. Determine the suitability of students, employers and training providers for Head Start, in consultation with schools and with support from the Cluster Director.
4. Develop Head Start Pathways and Training plans in consultation with students and their parents, schools, employers and Head Start approved training providers.
5. Monitor each student’s Pathways and Training Agreement, undertake reviews of the Training Plan, and liaise with the student, school, training provider and employer to support the implementation of the Agreement and Training Plan
6. Assist schools and/or learning leaders to actively monitor, coach and support students to ensure they are meeting all requirements of their senior secondary certificate as well as their apprenticeship or traineeship
7. Interpret and analyse data to inform and provide authoritative advice to senior management
8. Contribute to the development of policy and operational practices that will influence the strategic approach to student support and learning

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

The Head Start Coordinator is required to:

Have a drivers licence and capacity to access private transport.

Have or be able to obtain a Working With Children’s check (http://www.workingwithchildren.vic.gov.au/)

Be highly mobile – working across a range of schools and potentially changing their primary location over time. Staff will be reimbursed for travel in private vehicles.

Work an additional 38 hours (1 week) during the school holiday period. At least one member of the team will be required to work across each of the school holiday period to support relationships with employers and to support students in their workplaces.

• 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

In consideration of The Equal Opportunity Act 2010 (Vic), Section 25, we seek a female teacher.

Victorian Young leaders to China Tiger team member

Roles and responsibilities

This could be one of the most challenging and rewarding teaching opportunities for the right person.

The VYLC Tiger Team Teacher reports to the Tiger team Leader.

Within reason and in negotiation with the Principal and Tiger Team Leader, Tiger Team teachers may be required to undertake other duties in addition to their rostered teaching duties. It is a true Virtual Campus and team operating in a foreign country in an International School but employed by DET.

The VYLC Tiger Team Teacher will play a critical role in ensuring the success of the program. The Tiger Team Teachers will participate and teach in the pre-departure programs at Snowy Campus, have additional duties pre-departure as advised and negotiated by the Principal along with being away in China for six-weeks in each of terms 3 & 4.

Tiger Team Leader and members will be responsible for the delivery of VYLC pre-departure program, in China program, and associated administration beforehand. Attendance at the Whole School Conference at start of term 4 is required. Excellent lieu provisions are provided in semester 2 when not in China.

Program dates: Pre-departure programs: 11-14 July and 3-6 October at SRC. In country 10 August to 22 September and 2 November to 14 December in China.

The Tiger Team Teacher will:

• Possess a valid Australian Passport as noted below and be able to travel to China.
• Provide a child safe environment in accordance with the child safe standards.
• Be a flexible and lateral-thinking contemporary educator able to think on their feet to solve issues.
• Lead a team of students as a home- group with exemplary standards of self-management, personal motivation and personal involvement/participation.
• Be an accomplished international traveller able to comfortably support students and work with staff in stressful international and foreign situations.
• Have the intercultural content knowledge and pedagogical practice to meet the diverse needs of all students in the VYLC program.
• Will have a highly developed understanding of Asia Literacy and learning.
• Have empathy and understanding of LOTE and Mandarin learning for beginning English speakers.
• Apply the SSL and DET International travel Code of Conduct to all students equally and without fear or favour, and guide the other staff in interpretation of it.
• Model exemplary classroom practice and collaborate with other VYLC teachers 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.
• Liaise with the CNH staff daily, regularly and appropriately.
• Possess excellent ICT skills.
• Thrive on working with teenagers, particularly year nine.

  Additional responsibilities may include but are not limited to:

• Communication with parents, students, staff, home schools, Utahloy and CNH staff and principal(s) on a regular and as need basis.
• Succinct and thorough documentation of incidents, events, injuries and breaches of codes.
• Participation with the team of teachers in the planning, implementation and review of the VYLC program.
• Assisting with the development or review of travel policies and programs;
• Liaising with the Tiger Team Leader and SSL Principal on program logistics.
• Assisting the principal, assistant principal or leading teacher as required in the program review, analysis and acquittal of learning and outcomes of the program as it is submitted to DET and IED.

• The roster for the Tiger team teacher is onerous but offset by extended lieu provided before departure.
• In country, there may be many consecutive days and evenings of work, contact with students and supervision.
• The in-country program includes many incursions, excursions, travel to Hong Kong and the New Territories, home Stays in remote highland villages.
• The Tiger Team Teacher must hold/possess a current Australian passport valid for nine-months from 31 December 2019.
• It is often difficult to get off site while in China for breaks and days-off.
• No overnight stays away from the program base, school, Outdoor education centre or home –stay are permitted while in China.
• There are travel restrictions imposed by working with DET on international programs.
• Staff must travel with students to and from China.
• There will be pre-departure workshops and post-program review days.
• The climate in China at this time of year is extremely hot. Temperatures are regularly 30-35 degrees day and night with 90% humidity.
• The living arrangements are in an International School boarding house and communal.
• Accommodation is on the same floor and building as students.

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.

SC 6 Demonstrated knowledge, skills or experience in teaching and learningrelated to education for year nine students away from usual school settings.

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 School for Student Leadership was established as the Alpine School Campus in 2000 at Dinner Plain. It has since expanded to include the Snowy River Campus, Marlo, in 2007, and the Gnurad-Gundidj Campus, Noorat, in 2009. Each term forty-five students live, learn, work, play, recreate and undertake adventures at the schools in a unique leadership education program. The School originally modelled the leadership program on an Enterprise Education model, and at its core has an Enquiry-Learning focus. The Victorian F-10 Curriculum Capabilities and their Strands and Sub-Strands currently informs the curriculum content, assessment and reporting.

The school aims to create curious and inquisitive future leaders. As a result, we require engaging, enthusiastic and future-focussed educators willing to work in our diverse, challenging and highly rewarding setting. The school highly values developing contemporary enterprise capabilities identified in the F-10 that may include, Problem solving, Digital literacy, Presentation skills, Critical thinking, Creativity, Financial literacy as well as Asia and intercultural literacy. A successful teacher in our school will be able to exhibit these capabilities and lead students in developing such capabilities

The moral purpose of the school, why we are here, rests in a mixture of middle-year educational reform, a contemporary interpretation of the "rite of passage", a paradigm shift of "long service leave" and interpretation of contemporary adolescent psychological research as applied to education. These four converging concepts provide a powerful rationale and significant "moral purpose" or central belief for undertaking our programs.

1) About “educational reform”. Contemporary middle year's educational practices inform many of the pedagogical and care practices of the school. These include project-based work, inquiry based learning, experiential learning, concrete work tasks, team work, integrated use of ICT, reflective practices, meta-cognitive learning, individual strength profiling and community living. The deliberate limitation of resources and the creation of decision-making tension points contribute to many of the students’ learning outcomes.

2) About the "Rite of Passage". This concept refers to that which is said has been lost in contemporary society. Briefly, many traditional cultures incorporated a period, at about puberty, of separation from family and home, where participants would undertake a significant and prolonged journey of self-discovery in the wilderness. During this time, participants would undergo physical and emotional hardship, solve real life problems concerning "survival" and learn the spiritual mores of their community from elders and other significant adults. Successful reintegration to home society after such an undertaking or "rite", marked the transition from childhood to adulthood. The school believes that a rite of passage experience is undertaken by students in the settings at these schools. Many key “rite” components can be identified in this program and many undertakings of the program are metaphors and appropriations of the anthropological description of the adolescent rite.

3) About "long service leave". In many organisational structures in Australia, after ten years of continual service, members of that organisation are entitled to a period of leave from their role for re-creation, renewal, reinvigoration and rediscovery as both a mark of respect and in preparation for the next period of work and life. Year nine students have been at school for ten years and deserve a period of "long service leave". In this construct, the leave must require participants to undertake tasks, learning and experiences that are fundamentally different to those of their normal existence. It is because of this, among other reasons, that traditional "school work" is best not undertaken in this residential learning environment. Students are undertaking "new" learning that is fundamentally about them and their future selves. The learning they are undertaking is hugely valuable in itself.

4) About “contemporary adolescent research”. Bidulph and Carr-Gregg often discuss how many adolescents seek attachment, association, mentoring and role-modelling by a significant adult who is not a direct member of the young person's immediate family; the teacher, scout master, employer, sport coach and so on tends to be that person in our society. Clearly this person needs to accept the considerable and onerous trust and responsibility that is placed upon them. Richard Louv identified the construct of Nature Deficit Disorder, which is a phenomenon where medical practitioners are identifying that young people who have lack of exposure to the natural environment experience higher levels of anxiety, depression and obesity, as well as having a lower capacity for creative thinking, risk assessment and harm minimisation. The school provides many opportunities for unstructured play in the environment, exploration of the natural environment, getting physically dirty and physically touching and personally experiencing that environment, as opposed to experiencing it through a digital media.

Victorian Government secondary schools usually express interest to attend one of the three campuses a year in advance. Students attend in teams of up to six and are selected by their home school. All campuses operate four terms per year, with duration and cohort size variations. The school is also a key provider for the DET International Division, Victorian Young Leaders to China program. This is a six-week language and Asia-literacy program, funded by DET, which we operate with our sister-school Utahloy International School, Guangdong Province, China. This program has been a part of the school since 2014 and is likely to expand in future.

Selected students usually display potential in the areas of leadership and enterprise. Even though some students attend for other reasons, such as improving personal wellbeing or separation from difficulty at home as a type of respite, the school program is not a youth at risk or retrieval program. The curriculum of the school maximizes the nurturing of leadership and enterprise skills, with key foci on student achievement wellbeing and care, personal and team development, self-efficacy, self-esteem and community projects. Outdoor education is an integrated curriculum component and an embedded Laptop and ICT program will contribute greatly to learning outcomes.

Every student benefits from the experience and every student will acknowledge that the experience is at times extremely challenging. On return home and after a period of adjustment, students usually successfully progress at school. Our research shows that students are better learners, more focussed, more settled, have better medium and long term goals and can undertake practices to achieve those goals.

The school has a core vision of leading a community where people are passionate, informed and active global citizens. The values which guide school and program decision making are; connectedness, relationships, respect and self-belief. The successful applicant will demonstrate in his/her previous work a commitment to these principles:

• Connectedness: we value connectedness with community, environment, culture & spirituality.

• Relationships: we value positive and empathetic relationships that encourage inclusiveness, diversity and support of self and others.

• Respect: we value the respect for physical and mental health, along with respecting the opinions, beliefs, values and choices of others.

• Self-belief: We value positive self-talk, drive and passion, along with setting goals, reflection and learning from experiences.

As a result of the multi-campus operation and the residential 24/7 operation on each campus, the role requires teachers and support staff who are flexible, enthusiastic and team-oriented. Generalist teachers will work in a close team environment with their colleagues, where a culture of sharing and feedback exists.

Because of the unique nature of the operation of the school, the delivery of the programs involves a range of evening, overnight, early morning and weekend duties for teaching staff. Teachers work on public holidays if so rostered. Flexibility in working hours and arrangements is essential for the both operation of the school and the emotional wellbeing of the staff member. The accumulated public holidays for a calendar year are taken as lieu in December as additions to the vacation.

The Campus Principal and the Leading Teachers with the Generalists will form the core of the teaching staff. The school Principal is primarily based at Snowy Campus, but attends all campus as often as practical. The Business Manager has a close working and trust relationship with both the Principal and the Campus Principals in making and supporting resourcing decisions.

The operational budget of the multi-campus school is approximately $6.5m per annum. Leading Teachers should be familiar with aspects of contemporary DET management practices, Education State and other strategic initiative. The school has a Strategic Plan and Annual Implementation Plan, just as any State education school is required to have.

The governance and leadership model of the School for Student Leadership is unique in the Victorian Education system. The governance and leadership models comprise a single School Council and a single Principal. The school council, nominated by the Education Minister, consists of high profile members of the Victorian community. The Business Manager is the Secretary of the School Council and has a close working relationship with the Principal and School Council President.

A Leadership Team heads-up the operational, curriculum, student achievement staff performance and development process; this is the schools structure to enable a community of practice to operate.

The school, as a co-educational residential school, has two gender specific accommodation wings and has a highly trained team of teacher and non-teacher support staff to maximize the desired educational outcomes, provide care and supervision of students at the required ratios

Successful applicants will be employed on a full time fixed term basis for term 3 and 4, 2019

• 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

In consideration of The Equal Opportunity Act 2010 (Vic), Section 25, we seek a male teacher.

VICTORIAN YOUNG LEADERS TO CHINA TIGER TEAM MEMBER

Roles and responsibilities

This could be one of the most challenging and rewarding teaching opportunities for the right person.

The VYLC Tiger Team Teacher reports to the Tiger team Leader.

Within reason and in negotiation with the Principal and Tiger Team Leader, Tiger Team teachers may be required to undertake other duties in addition to their rostered teaching duties. It is a true Virtual Campus and team operating in a foreign country in an International School but employed by DET.

The VYLC Tiger Team Teacher will play a critical role in ensuring the success of the program. The Tiger Team Teachers will participate and teach in the pre-departure programs at Snowy Campus, have additional duties pre-departure as advised and negotiated by the Principal along with being away in China for six-weeks in each of terms 3 & 4.

Tiger Team Leader and members will be responsible for the delivery of VYLC pre-departure program, in China program, and associated administration beforehand. Attendance at the Whole School Conference at start of term 4 is required. Excellent lieu provisions are provided in semester 2 when not in China.

Program dates: Pre-departure programs: 11-14 July and 3-6 October at SRC. In country 10 August to 22 September and 2 November to 14 December in China.

The Tiger Team Teacher will:

• Possess a valid Australian Passport as noted below and be able to travel to China.
• Provide a child safe environment in accordance with the child safe standards.
• Be a flexible and lateral-thinking contemporary educator able to think on their feet to solve issues.
• Lead a team of students as a home- group with exemplary standards of self-management, personal motivation and personal involvement/participation.
• Be an accomplished international traveller able to comfortably support students and work with staff in stressful international and foreign situations.
• Have the intercultural content knowledge and pedagogical practice to meet the diverse needs of all students in the VYLC program.
• Will have a highly developed understanding of Asia Literacy and learning.
• Have empathy and understanding of LOTE and Mandarin learning for beginning English speakers.
• Apply the SSL and DET International travel Code of Conduct to all students equally and without fear or favour, and guide the other staff in interpretation of it.
• Model exemplary classroom practice and collaborate with other VYLC teachers 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.
• Liaise with the CNH staff daily, regularly and appropriately.
• Possess excellent ICT skills.
• Thrive on working with teenagers, particularly year nine.

  Additional responsibilities may include but are not limited to:

• Communication with parents, students, staff, home schools, Utahloy and CNH staff and principal(s) on a regular and as need basis.
• Succinct and thorough documentation of incidents, events, injuries and breaches of codes.
• Participation with the team of teachers in the planning, implementation and review of the VYLC program.
• Assisting with the development or review of travel policies and programs;
• Liaising with the Tiger Team Leader and SSL Principal on program logistics.
• Assisting the principal, assistant principal or leading teacher as required in the program review, analysis and acquittal of learning and outcomes of the program as it is submitted to DET and IED.

• The roster for the Tiger team teacher is onerous but offset by extended lieu provided before departure.
• In country, there may be many consecutive days and evenings of work, contact with students and supervision.
• The in-country program includes many incursions, excursions, travel to Hong Kong and the New Territories, home Stays in remote highland villages.
• The Tiger Team Teacher must hold/possess a current Australian passport valid for nine-months from 31 December 2019.
• It is often difficult to get off site while in China for breaks and days-off.
• No overnight stays away from the program base, school, Outdoor education centre or home –stay are permitted while in China.
• There are travel restrictions imposed by working with DET on international programs.
• Staff must travel with students to and from China.
• There will be pre-departure workshops and post-program review days.
• The climate in China at this time of year is extremely hot. Temperatures are regularly 30-35 degrees day and night with 90% humidity.
• The living arrangements are in an International School boarding house and communal.
• Accommodation is on the same floor and building as students.

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.

SC 6 Demonstrated knowledge, skills or experience in teaching and learningrelated to education for year nine students away from usual school settings.

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 School for Student Leadership was established as the Alpine School Campus in 2000 at Dinner Plain. It has since expanded to include the Snowy River Campus, Marlo, in 2007, and the Gnurad-Gundidj Campus, Noorat, in 2009. Each term forty-five students live, learn, work, play, recreate and undertake adventures at the schools in a unique leadership education program. The School originally modelled the leadership program on an Enterprise Education model, and at its core has an Enquiry-Learning focus. The Victorian F-10 Curriculum Capabilities and their Strands and Sub-Strands currently informs the curriculum content, assessment and reporting.

The school aims to create curious and inquisitive future leaders. As a result, we require engaging, enthusiastic and future-focussed educators willing to work in our diverse, challenging and highly rewarding setting. The school highly values developing contemporary enterprise capabilities identified in the F-10 that may include, Problem solving, Digital literacy, Presentation skills, Critical thinking, Creativity, Financial literacy as well as Asia and intercultural literacy. A successful teacher in our school will be able to exhibit these capabilities and lead students in developing such capabilities

The moral purpose of the school, why we are here, rests in a mixture of middle-year educational reform, a contemporary interpretation of the "rite of passage", a paradigm shift of "long service leave" and interpretation of contemporary adolescent psychological research as applied to education. These four converging concepts provide a powerful rationale and significant "moral purpose" or central belief for undertaking our programs.

1) About “educational reform”. Contemporary middle year's educational practices inform many of the pedagogical and care practices of the school. These include project-based work, inquiry based learning, experiential learning, concrete work tasks, team work, integrated use of ICT, reflective practices, meta-cognitive learning, individual strength profiling and community living. The deliberate limitation of resources and the creation of decision-making tension points contribute to many of the students’ learning outcomes.

2) About the "Rite of Passage". This concept refers to that which is said has been lost in contemporary society. Briefly, many traditional cultures incorporated a period, at about puberty, of separation from family and home, where participants would undertake a significant and prolonged journey of self-discovery in the wilderness. During this time, participants would undergo physical and emotional hardship, solve real life problems concerning "survival" and learn the spiritual mores of their community from elders and other significant adults. Successful reintegration to home society after such an undertaking or "rite", marked the transition from childhood to adulthood. The school believes that a rite of passage experience is undertaken by students in the settings at these schools. Many key “rite” components can be identified in this program and many undertakings of the program are metaphors and appropriations of the anthropological description of the adolescent rite.

3) About "long service leave". In many organisational structures in Australia, after ten years of continual service, members of that organisation are entitled to a period of leave from their role for re-creation, renewal, reinvigoration and rediscovery as both a mark of respect and in preparation for the next period of work and life. Year nine students have been at school for ten years and deserve a period of "long service leave". In this construct, the leave must require participants to undertake tasks, learning and experiences that are fundamentally different to those of their normal existence. It is because of this, among other reasons, that traditional "school work" is best not undertaken in this residential learning environment. Students are undertaking "new" learning that is fundamentally about them and their future selves. The learning they are undertaking is hugely valuable in itself.

4) About “contemporary adolescent research”. Bidulph and Carr-Gregg often discuss how many adolescents seek attachment, association, mentoring and role-modelling by a significant adult who is not a direct member of the young person's immediate family; the teacher, scout master, employer, sport coach and so on tends to be that person in our society. Clearly this person needs to accept the considerable and onerous trust and responsibility that is placed upon them. Richard Louv identified the construct of Nature Deficit Disorder, which is a phenomenon where medical practitioners are identifying that young people who have lack of exposure to the natural environment experience higher levels of anxiety, depression and obesity, as well as having a lower capacity for creative thinking, risk assessment and harm minimisation. The school provides many opportunities for unstructured play in the environment, exploration of the natural environment, getting physically dirty and physically touching and personally experiencing that environment, as opposed to experiencing it through a digital media.

Victorian Government secondary schools usually express interest to attend one of the three campuses a year in advance. Students attend in teams of up to six and are selected by their home school. All campuses operate four terms per year, with duration and cohort size variations. The school is also a key provider for the DET International Division, Victorian Young Leaders to China program. This is a six-week language and Asia-literacy program, funded by DET, which we operate with our sister-school Utahloy International School, Guangdong Province, China. This program has been a part of the school since 2014 and is likely to expand in future.

Selected students usually display potential in the areas of leadership and enterprise. Even though some students attend for other reasons, such as improving personal wellbeing or separation from difficulty at home as a type of respite, the school program is not a youth at risk or retrieval program. The curriculum of the school maximizes the nurturing of leadership and enterprise skills, with key foci on student achievement wellbeing and care, personal and team development, self-efficacy, self-esteem and community projects. Outdoor education is an integrated curriculum component and an embedded Laptop and ICT program will contribute greatly to learning outcomes.

Every student benefits from the experience and every student will acknowledge that the experience is at times extremely challenging. On return home and after a period of adjustment, students usually successfully progress at school. Our research shows that students are better learners, more focussed, more settled, have better medium and long term goals and can undertake practices to achieve those goals.

The school has a core vision of leading a community where people are passionate, informed and active global citizens. The values which guide school and program decision making are; connectedness, relationships, respect and self-belief. The successful applicant will demonstrate in his/her previous work a commitment to these principles:

• Connectedness: we value connectedness with community, environment, culture & spirituality.

• Relationships: we value positive and empathetic relationships that encourage inclusiveness, diversity and support of self and others.

• Respect: we value the respect for physical and mental health, along with respecting the opinions, beliefs, values and choices of others.

• Self-belief: We value positive self-talk, drive and passion, along with setting goals, reflection and learning from experiences.

As a result of the multi-campus operation and the residential 24/7 operation on each campus, the role requires teachers and support staff who are flexible, enthusiastic and team-oriented. Generalist teachers will work in a close team environment with their colleagues, where a culture of sharing and feedback exists.

Because of the unique nature of the operation of the school, the delivery of the programs involves a range of evening, overnight, early morning and weekend duties for teaching staff. Teachers work on public holidays if so rostered. Flexibility in working hours and arrangements is essential for the both operation of the school and the emotional wellbeing of the staff member. The accumulated public holidays for a calendar year are taken as lieu in December as additions to the vacation.

The Campus Principal and the Leading Teachers with the Generalists will form the core of the teaching staff. The school Principal is primarily based at Snowy Campus, but attends all campus as often as practical. The Business Manager has a close working and trust relationship with both the Principal and the Campus Principals in making and supporting resourcing decisions.

The operational budget of the multi-campus school is approximately $6.5m per annum. Leading Teachers should be familiar with aspects of contemporary DET management practices, Education State and other strategic initiative. The school has a Strategic Plan and Annual Implementation Plan, just as any State education school is required to have.

The governance and leadership model of the School for Student Leadership is unique in the Victorian Education system. The governance and leadership models comprise a single School Council and a single Principal. The school council, nominated by the Education Minister, consists of high profile members of the Victorian community. The Business Manager is the Secretary of the School Council and has a close working relationship with the Principal and School Council President.

A Leadership Team heads-up the operational, curriculum, student achievement staff performance and development process; this is the schools structure to enable a community of practice to operate.

The school, as a co-educational residential school, has two gender specific accommodation wings and has a highly trained team of teacher and non-teacher support staff to maximize the desired educational outcomes, provide care and supervision of students at the required ratios

Successful applicants will be employed on a full time fixed term basis for term 3 and 4 , 2019

• 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

Wonthaggi Primary School has an enrolment of 345 students and is located in the coastal South Gippsland town of Wonthaggi, population 7000, which is a service centre for the surrounding rural areas.

Wonthaggi Primary School was established in 1911 to serve a coal mining community. The school consists of a red brick school building that incorporates classrooms, administration and an internal quadrangle, a brick Library, outdoor pool and change rooms and a weatherboard building with internal quadrangle, a large indoor sports facility /gymnasium and a new four classroom template building (SLC).

Our school is recognised in the community as having a very caring, family atmosphere where parents are welcomed and encouraged to participate in their children's education. Our learning environment is positive, safe, attractive and caring.

At our school:
- Students are encouraged to respect the rights of others and accept their own responsibilities.
- Students are encouraged to achieve their potential by recognising and rewarding their achievements and effort.
- We assist students to develop appropriate social skills, cooperation, responsibility, communication skills and independence.

Our curriculum programs focus on positive interaction between staff and students, where all children feel they are valued as individuals. All children are given access to quality education and are encouraged to achieve their potential. Our school provides a comprehensive curriculum for all students through the implementation of the Victorian Curriculum.

These curriculum programs are supported through the provision of enrichment programs including: Bike Education, Camping, Inter/intra-school sport, Specialist Programs: PE/Health, Art & Craft, Music, Student Representative Council, Peer Mediation, Perceptual Motor Program, Water Safety & Swimming Program, cultural performances and performing arts.

The school is planned on four teams: Prep, Junior (1 - 2), Middle (3 - 4) and Senior (5 - 6). All teachers are encouraged to plan cooperatively and to establish effective classroom management plans and teaching strategies, integrating subject areas where appropriate. Literacy & Maths initiatives, Professional Learning Teams based on the Patrick Griffin model, coaching, learning walks & teacher observation strategies are used to enhance curriculum program development and implementation.

Wendy Bradley
Principal
 

Phone: 56721600

wonthaggi.ps@edumail.vic.gov.au

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.

6 hours per day, Monday to Friday during School Terms

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.

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

The School for Student Leadership consists of three campuses located across the state of Victoria. It is a highly regarded year nine residential model in the Victorian Government Education system.

Forty-five students live, learn, work, play, recreate and undertake adventures at the schools in a unique (in State Education) highly supported leadership education program. The School has modelled the educational program on an Enterprise Education model, and at its core has a project/ enquiry learning and social-enterprise focus.

The core-moral purpose of the school rests in a mixture of the following:

• best practice middle years education,
• a contemporary interpretation of the adolescent "rite of passage',
• "long service leave" for year nine students, as applied to many Australian industrial settings,
• reinterpretation of contemporary paediatric and adolescent psychological research as applied to education,
• understanding the implications of a student-centred approach to education including
  • Maslow’s (1943) Hierarchy of Needs
  • Glasser’s (2000) Choice Theory
• what it means to be a learner in the 21^st Century..

Middle year's educational best practice informs our curriculum content and pedagogy. These include fundamentally engaging activities as the basis of our work, project-based work, inquiry based learning, experiential learning, working on concrete work tasks, team work, integrated use of ICT, reflective practices, meta-cognitive learning, thinking and learning profiling and community living. The deliberate limitation of resources and the creation of learning/decision-making tension points, among many others are keys to the success of learning.

The school deliberately and explicitly uses these modalities for the delivery of the innovative curriculum.

A range of bespoke and customised content components have been developed to best engage teenage learners and capitalise on their thinking and learning preferences as well as paying respect to adolescent neurodevelopment.

The contemporary "Rite of Passage" refers to that which many see has been lost in a contemporary, western capitalist paradigm. Put simply, many traditional cultures incorporated a period, at about puberty, of; separation from family, minimal communication with family/community, undertaking a significant and prolonged journey in the wilderness, undergoing physical/emotional hardship, solving real problems concerning "survival", learning the spiritual mores of the community from elders and other significant adults among other undertakings. Often, the successful reintegration to community/society after such an undertaking, such a "rite", included scarring or cicatrisation as a mark of successfully undertaking this hardship/separation/reintegration into the community and as recognition of the acceptance into and responsibilities of, an "adult".

At the School for Student Leadership, students undertake a rite of passage through the explicit stages of the program. Most contemporary authors on rites of passage recognise the three stages of preparation, separation and reintegration.

Students prepare for the experience by applying, planning their Community Learning Project, fund raising and so on. They also emotionally prepare and attend pre-program information sessions conducted by staff from our school in their home community. This preparation stage may last up to a year or sometimes more as the students get ready for the experience.

The Separation Phase is the nine weeks away at the campus. Within that time away, it is recognised that students progress through a series of emotional and cognitive stages and experiences associated with remoteness, separation and detachment from friends, family and normal social settings. The construction of the new community campus is very deliberate and leads to a strong social and emotional bond. The bond is so strong in some circumstances with individuals that the program end and conclusion can be as traumatic as the initial separation from home!

It is also recognised that the model of social development and group process that occurs as the group bonds and coheres is closely aligned with the model espoused by Bruce Tuckman (1965). He described the notion of “forming-storming-norming-performing” as a way to describe most group dynamics. More recently, the model has included at the start an experience of “mourning” referring to the separation anxiety felt through sudden removal from the normal or home setting (often referred to as “home-sickness”) and at the other end the disconnection associated with the adjourning of the group. This latter process may elicit similar emotions for students as the initial separation anxiety. The inevitable disintegration and deconstruction of the closely knit group creates anxieties and dislocations in individuals. The departure and beginning of the reintegration stage is a traumatic time for most students. The program pays particular attention to the care and wellbeing of students as they progress through these inevitable stages. Many of the modalities and content in the program deliberately provoke the emotions of the stages or assist students in coping and exploiting the moments!

The final aspect of the program is the reintegration stage. This is the home coming. All the emotions of a salient and deep personal experience may be expressed in the home coming. The deconstruction of the community, the removal of a strong social bond, dislocation of friendships, and the tearing apart of a social fabric of such a strong community will leave many students in a state of limbo when they get home.

Many students and parents alike describe the difficulty of the return home and the reintegration experience. A sense of deep personal change is often not matched by the experience of those surrounding the student at home who have not had the experience can exacerbate the sense of frustration felt by the student.

It is often said the period of recovery from a life changing experience is proportional to the onset time: it make take students up to a term at home to really re-settle into home and social life, community and school worlds.

However, the process is merely a descriptor to explain the deep personal change, the transformation and transition felt by individuals who have undertaken a rite of passage. They have journeyed through a change from child to adult and the result is often amazing!

The next point central to our moral purpose involves the concept of "long service leave". In many organisational structures in Australia, after ten years of continual service, members of that organisation are entitled to a period of leave from their role for re-creation, renewal, reinvigoration, rediscovery and so on as both a mark of respect and in preparation for the next period of work and life. Year nine students have been at school for ten years and deserve a period of "long service leave". In this construct, the leave must require undertaking tasks, learning and experiences that are fundamentally different to those of their normal existence. It is because of this, among other reasons, that traditional "school work" should not be undertaken in this residential learning environment. Students are undertaking "new” learning that is fundamentally about them and their future selves, and should not be confused with the teacher-centric model of education from which many have come. The learning they are undertaking is hugely valuable in itself. We have to re-assign a value to the learning undertaken in this '”long-service leave" construct.

At the School for Student Leadership, students do undertake an experience of “long service leave”. They have been at school for ten years and deserve a school and learning opportunity that allows this sense of new approach and recognition of service. The alternative curriculum and learning program pays homage to both the fact these are now young adults who deserve to be treated and learn as adults, and that they deserve to learn another way with content that is appropriate.

This adolescent stage in a young person's life involves reference to Bidulph, Louv, Carr-Gregg and other contemporary authors. Bidulph in particular refers to the three stages of children’s development, the third beginning at around puberty and involving attachment and association/mentoring/role-modelling by a significant adult who is not a direct member of the young person's immediate family. There is also much recent research published around this important and formative stage in a teenager’s brain development: these young brains are still a work in progress. The teacher, educator, scout/guide master, sport coach and so on tends to be that person in our society. Clearly this person needs to accept the considerable and onerous trust and responsibility that is placed upon them. Reference is made to Richard Louv in regard to his identified construct of Nature Deficit Disorder (NDD). Among others, NDD refers to that phenomenon where medical practitioners are identifying behaviours in young people that can be attributed to lack of exposure to the natural environment, unstructured play in that environment, exploration of the natural environment, getting physically dirty and physically touching and personally experiencing that environment as opposed to experiencing it through a digital media.

The SSL program and the care and wellbeing process in the school is underwritten by these constructs. That is, we value the importance of connecting young people with the outdoors, the importance of youth stewardship and how we can be appropriate adult mentors to needy young men and women.
 

The model of care and welfare that is provided to our students is critical to the success of the program and the student outcomes we aim for. Maslow describes a hierarchy of needs that as a general rule must be achieved for all of us to progress through to a high state of awareness and in our circumstance, true and life-long learning.

At a fundamental level, students need to have satisfied basic physiological needs. We provide a safe, well nurtured learning and living environment with a focus on healthy eating and food: there is neither junk food nor sweets/lollies/bon-bons allowed, no chewing gum and no cordial or fizzy drinks.

Good accommodation, safe and secure ablution areas and access to healthy exercise is critical. We believe in creating a sense of care and belonging, community and mutual respect that allows students to feel safe and cared for, a part of a real and living community that they are active participants in, not observers or passengers. There is a high moral and participative standard expected.

We believe that through a close sense of community, students can develop a strong sense of self, what they believe and value, respect and valuing of and for diversity and for others and a robust self-esteem and self-efficacy. It is only through this deliberate process and supported environment can this progression be made.

Maslow describes a state of “self-actualisation”, a high level of enlightenment and deep connection with the experience. At our school, this can only occur with the other “lower” order needs being met. There is a coincidence with the Tuckman model and the stage of “performing”, the rite of passage model and the stage of post “limbo” or “post liminal” enlightenment and the Maslow model of “self-actualisation.

We deliberately focus on getting right the lower order needs in our program so that students have every opportunity to reach their potential. The program has significant components and events that again pay homage to the developmental stages that occur at this significant high-end of the program. These include Presentation of Learning and Community Learning Project presentation day. These happen later and indeed in the last week to both precipitate the expected experience and to recognise this will occur.

We subscribe to this approach and view every opportunity with a student as a learning opportunity. We do not subscribe to a punitive approach: we do not punish students. That does not mean we do not hold behaviours to account: students are held very accountable for their choices, actions and inactions.

To gain an understanding of student behaviour, we interrogate ourselves and each other as to the nature of behaviours: are the behaviours we are witnessing normal adolescent behaviours? Many behaviours we as adults witness in adolescents might challenge our adult sensibilities: but they are not deliberate behaviours. If not, we always fundamentally seek to understand the cause or drive of such an abnormal behaviour. In every instance, unusual behaviour is motivated by a need that we as both the educators and adults in the care model must seek to understand.

We also believe that adolescents do not need “fixing up”. They have not come to our program because they are somehow naughty or they need to be modified in some way. Ours is a school, students learn (mostly about themselves) and often the experience is transformational.

Much of our program focusses the students on themselves, learning about relationships and learning about the community in which they were residing for a specific amount of time and learning about leadership. As such much of their learning can be organised in the following way:

Learning how to manage their own behaviour;

Learning how to manage their own learning;

Learning how to be responsible for themselves and,

Learning about and with others.

These four ways of viewing learning and behaviour is essential learning for all students, which in turn if mastered, changes the way individuals view themselves and the world in which they live. In addition to managing their own learning and behaviour Glasser (2000) suggests that people who are in control of their own life, are happy and have no need to control the lives of others. By the same token those who are not happy want to control others and the environment in which they live. Those who are not happy are not finding a way or perceiving a way of having their basic needs met.

According to Glasser (1998) all of us have five basic needs. It is the meeting of these needs that directs, motivates and influences, consciously or unconsciously all that one does.

“We are driven by five genetic needs: survival, love and belonging, power, freedom and fun” (Glasser, 1998)

The meeting of these needs motivates all human behaviour , including that of our students. To consider punishment for exhibiting behaviours driven by meeting one or more of these needs is anomalous to our way of operating. New staff need to deeply understand this concept and how it might challenge a more authoritarian and traditional way of approaching an adult-student relationship.

As such, we do not have a book of rules nor a book of punishments that would apply to a misdemeanour. Indeed, the thing that is consistent in our program is that we treat every student as an individual and recognise that each individual has an individual set of needs.

We also subscribe to a contemporary view of 21^st Century Learning. Louv (noted above) notes that the world is becoming an increasingly hostile and scary place: parents are less and less likely to allow their kids out into the wild dangerous world. He notes that in reality, with the ubiquitous use of technology, it is now more than ever we need the natural world. The more technology we have, the more nature we need. We also note also that every student we now see has only been to school in the 21^st Century. They are mostly educated by teachers who went to school in the 20^th Century. They exist in a school system that was developed in the 18^th Century. If ever there was a time to do education differently, it is now.

These converging concepts provide a powerful rationale and significant "moral purpose' or central belief for undertaking our programs. Our campuses have less curriculum inertia than many system models as there is a new cohort each term. Review, renewal and organisational reflection are encouraged and it is hoped that innovation is a key feature of our programs. Educational and balanced risk taking is encouraged. Change is a feature of our organisation, introspection and challenging mores and beliefs is a value. We adopt all these curriculum innovations and are an integrated curriculum model. We actively promote the importance of conceptual and practical preparation-separation-reintegration model and minimal parental contact. Separation anxiety is a part of our experience and we work with the student to cope with his/her incarnation of this emotional response. We believe this is an essential component for the success of the program. Students undertake expeditions and we encourage them to explore and get close to the natural world.

Every student benefits from the experience and every student will acknowledge that the experience is at times extremely challenging. They return home and after a period of adjustment, every student in our experience will go on to better outcomes at school because of the "rite", separation, relationship with a significant adult and exposure and relationship with the outdoors and natural environment. Our research shows that students are better learners, more focussed, more settled, have better medium and long term goals and can undertake practices to achieve those goals. They do academically better at school and are more settled and considerate at home.

The school has developed a core set of beliefs and values which guides school and program decision making. The successful applicant will demonstrate in his/her a commitment to these core values. We Believe in and Value:

• Diversity and inclusiveness.
• Experiential learning, creativity, challenge and fun.
• A holistic approach to health and wellbeing.
• Respect for self and others.
• Living sustainably.
• Fairness, equity and community.
• Opportunities for growth socially, intellectually and personally.
• Exercising rights, accepting responsibilities.
• Accepting accountability.

As a result of the multi-campus operation and the residential 9-24/7 operation on each campus, the role requires a person with a flexible, enthusiastic and team-oriented approach. Generalist teachers will work in a close team environment with their colleagues, and a culture of sharing and feedback will permeate this relationship. The Campus Principals and the Leading Teachers with the Generalists will form the core of the teaching staff. Leading Teachers should be familiar with aspects of contemporary DEECD management practices. The school Principal is primarily based at Snowy Campus and will be often mobile. The Business Manager has a vital advisory with both the Principal and the the Campus Principals in making and supporting resourcing decisions. The Overnight and Education Support Staff are intrinsically connected to the successful outcomes that the school aims for.

The operational budget of the multi-campus school is in the order of $4.5m per annum.

The governance and leadership model of the School for Student Leadership is unique in the Victorian Education system. The Governance and Leadership model comprises one School Council and a single Principal. The school council, nominated by the Education Minister, consists of high profile members of the Victorian community. There are past student and Koorie community representatives on the school council.

The Business Manager is the Secretary of the School Council and has a close working relationship with the Principal and School Council President.

A Leadership team model operates. Two Leading Teachers, Curriculum and Organisational Health and Wellbeing, will, with the Campus Principal comprise the leadership team at each campus. The LT Curriculum oversees the pedagogical program, and the LT OH&W oversees the student/staff wellbeing in a transactional as well as transformational manner. With this model, a member of the leadership team can be on-site at the school most days as the operation of the organisation is 24/7.

The school, as a co-educational residential school, has two gender specific accommodation wings and has a highly trained team of teacher and non-teacher support staff to maximize the desired educational outcomes. The school has a blanket VCAT Equal Opportunity Exemption to allow it to seek gender-specific overnight supervision staff, if required.

The nearby towns of Bright, Dinner Plain, Omeo, Orbost, Marlo, Terang and Noorat depending on the Campus in question, offer small village accommodation and infrastructural support.

Because of the unique nature of the operation of the school, the delivery of the programs involves a range of evening, overnight, early morning and weekend duties for teaching staff. Flexibility in working hours and arrangements is a vital part of this role.

 

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 knowledge, skills or experience in teaching and learning related to education for year nine students away from usual school settings.

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

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


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

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

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


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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

In consideration of The Equal Opportunity Act 2010 (Vic), Section 25, we seek a female teacher.

This could be one of the most challenging and rewarding teaching opportunities for the right person.

The VYLC Tiger Team Teacher reports to the Tiger team Leader.

Within reason and in negotiation with the Principal and Tiger Team Leader, Tiger Team teachers may be required to undertake other duties in addition to their rostered teaching duties. It is a true Virtual Campus and team operating in a foreign country in an International School but employed by DET.

The VYLC Tiger Team Teacher will play a critical role in ensuring the success of the program. The Tiger Team Teachers will participate and teach in the pre-departure programs at Snowy Campus, have additional duties pre-departure as advised and negotiated by the Principal along with being away in China for six-weeks in each of terms 3 & 4.

Tiger Team Leader and members will be responsible for the delivery of VYLC pre-departure program, in China program, and associated administration beforehand. Attendance at the Whole School Conference at start of term 4 is required. Excellent lieu provisions are provided in semester 2 when not in China.

Program dates: Pre-departure programs: 11-14 July and 3-6 October at SRC. In country 10 August to 22 September and 2 November to 14 December in China.

The Tiger Team Teacher will:

• Possess a valid Australian Passport as noted below and be able to travel to China.
• Provide a child safe environment in accordance with the child safe standards.
• Be a flexible and lateral-thinking contemporary educator able to think on their feet to solve issues.
• Lead a team of students as a home- group with exemplary standards of self-management, personal motivation and personal involvement/participation.
• Be an accomplished international traveller able to comfortably support students and work with staff in stressful international and foreign situations.
• Have the intercultural content knowledge and pedagogical practice to meet the diverse needs of all students in the VYLC program.
• Will have a highly developed understanding of Asia Literacy and learning.
• Have empathy and understanding of LOTE and Mandarin learning for beginning English speakers.
• Apply the SSL and DET International travel Code of Conduct to all students equally and without fear or favour, and guide the other staff in interpretation of it.
• Model exemplary classroom practice and collaborate with other VYLC teachers 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.
• Liaise with the CNH staff daily, regularly and appropriately.
• Possess excellent ICT skills.
• Thrive on working with teenagers, particularly year nine.

  Additional responsibilities may include but are not limited to:

• Communication with parents, students, staff, home schools, Utahloy and CNH staff and principal(s) on a regular and as need basis.
• Succinct and thorough documentation of incidents, events, injuries and breaches of codes.
• Participation with the team of teachers in the planning, implementation and review of the VYLC program.
• Assisting with the development or review of travel policies and programs;
• Liaising with the Tiger Team Leader and SSL Principal on program logistics.
• Assisting the principal, assistant principal or leading teacher as required in the program review, analysis and acquittal of learning and outcomes of the program as it is submitted to DET and IED.

• The roster for the Tiger team teacher is onerous but offset by extended lieu provided before departure.
• In country, there may be many consecutive days and evenings of work, contact with students and supervision.
• The in-country program includes many incursions, excursions, travel to Hong Kong and the New Territories, home Stays in remote highland villages.
• The Tiger Team Teacher must hold/possess a current Australian passport valid for nine-months from 31 December 2019.
• It is often difficult to get off site while in China for breaks and days-off.
• No overnight stays away from the program base, school, Outdoor education centre or home –stay are permitted while in China.
• There are travel restrictions imposed by working with DET on international programs.
• Staff must travel with students to and from China.
• There will be pre-departure workshops and post-program review days.
• The climate in China at this time of year is extremely hot. Temperatures are regularly 30-35 degrees day and night with 90% humidity.
• The living arrangements are in an International School boarding house and communal.
• Accommodation is on the same floor and building as students.

1. 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.

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

3. Demonstrated ability to monitor and assess student learning data and 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 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.

5. Demonstrated behaviors 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.

6. Demonstrated knowledge, skills or experience in teaching and learning related to education for year-nine students away from usual school settings.

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 School for Student Leadership was established as the Alpine School Campus in 2000 at Dinner Plain. It has since expanded to include the Snowy River Campus, Marlo, in 2007, and the Gnurad-Gundidj Campus, Noorat, in 2009. Each term forty-five students live, learn, work, play, recreate and undertake adventures at the schools in a unique leadership education program. The School originally modelled the leadership program on an Enterprise Education model, and at its core has an Enquiry-Learning focus. The Victorian F-10 Curriculum Capabilities and their Strands and Sub-Strands currently informs the curriculum content, assessment and reporting.

The school aims to create curious and inquisitive future leaders. As a result, we require engaging, enthusiastic and future-focussed educators willing to work in our diverse, challenging and highly rewarding setting. The school highly values developing contemporary enterprise capabilities identified in the F-10 that may include, Problem solving, Digital literacy, Presentation skills, Critical thinking, Creativity, Financial literacy as well as Asia and intercultural literacy. A successful teacher in our school will be able to exhibit these capabilities and lead students in developing such capabilities

The moral purpose of the school, why we are here, rests in a mixture of middle-year educational reform, a contemporary interpretation of the "rite of passage", a paradigm shift of "long service leave" and interpretation of contemporary adolescent psychological research as applied to education. These four converging concepts provide a powerful rationale and significant "moral purpose" or central belief for undertaking our programs.

1) About “educational reform”. Contemporary middle year's educational practices inform many of the pedagogical and care practices of the school. These include project-based work, inquiry based learning, experiential learning, concrete work tasks, team work, integrated use of ICT, reflective practices, meta-cognitive learning, individual strength profiling and community living. The deliberate limitation of resources and the creation of decision-making tension points contribute to many of the students’ learning outcomes.

2) About the "Rite of Passage". This concept refers to that which is said has been lost in contemporary society. Briefly, many traditional cultures incorporated a period, at about puberty, of separation from family and home, where participants would undertake a significant and prolonged journey of self-discovery in the wilderness. During this time, participants would undergo physical and emotional hardship, solve real life problems concerning "survival" and learn the spiritual mores of their community from elders and other significant adults. Successful reintegration to home society after such an undertaking or "rite", marked the transition from childhood to adulthood. The school believes that a rite of passage experience is undertaken by students in the settings at these schools. Many key “rite” components can be identified in this program and many undertakings of the program are metaphors and appropriations of the anthropological description of the adolescent rite.

3) About "long service leave". In many organisational structures in Australia, after ten years of continual service, members of that organisation are entitled to a period of leave from their role for re-creation, renewal, reinvigoration and rediscovery as both a mark of respect and in preparation for the next period of work and life. Year nine students have been at school for ten years and deserve a period of "long service leave". In this construct, the leave must require participants to undertake tasks, learning and experiences that are fundamentally different to those of their normal existence. It is because of this, among other reasons, that traditional "school work" is best not undertaken in this residential learning environment. Students are undertaking "new" learning that is fundamentally about them and their future selves. The learning they are undertaking is hugely valuable in itself.

4) About “contemporary adolescent research”. Bidulph and Carr-Gregg often discuss how many adolescents seek attachment, association, mentoring and role-modelling by a significant adult who is not a direct member of the young person's immediate family; the teacher, scout master, employer, sport coach and so on tends to be that person in our society. Clearly this person needs to accept the considerable and onerous trust and responsibility that is placed upon them. Richard Louv identified the construct of Nature Deficit Disorder, which is a phenomenon where medical practitioners are identifying that young people who have lack of exposure to the natural environment experience higher levels of anxiety, depression and obesity, as well as having a lower capacity for creative thinking, risk assessment and harm minimisation. The school provides many opportunities for unstructured play in the environment, exploration of the natural environment, getting physically dirty and physically touching and personally experiencing that environment, as opposed to experiencing it through a digital media.

Victorian Government secondary schools usually express interest to attend one of the three campuses a year in advance. Students attend in teams of up to six and are selected by their home school. All campuses operate four terms per year, with duration and cohort size variations. The school is also a key provider for the DET International Division, Victorian Young Leaders to China program. This is a six-week language and Asia-literacy program, funded by DET, which we operate with our sister-school Utahloy International School, Guangdong Province, China. This program has been a part of the school since 2014 and is likely to expand in future.

Selected students usually display potential in the areas of leadership and enterprise. Even though some students attend for other reasons, such as improving personal wellbeing or separation from difficulty at home as a type of respite, the school program is not a youth at risk or retrieval program. The curriculum of the school maximizes the nurturing of leadership and enterprise skills, with key foci on student achievement wellbeing and care, personal and team development, self-efficacy, self-esteem and community projects. Outdoor education is an integrated curriculum component and an embedded Laptop and ICT program will contribute greatly to learning outcomes.

Every student benefits from the experience and every student will acknowledge that the experience is at times extremely challenging. On return home and after a period of adjustment, students usually successfully progress at school. Our research shows that students are better learners, more focussed, more settled, have better medium and long term goals and can undertake practices to achieve those goals.

The school has a core vision of leading a community where people are passionate, informed and active global citizens. The values which guide school and program decision making are; connectedness, relationships, respect and self-belief. The successful applicant will demonstrate in his/her previous work a commitment to these principles:

• Connectedness: we value connectedness with community, environment, culture & spirituality.

• Relationships: we value positive and empathetic relationships that encourage inclusiveness, diversity and support of self and others.

• Respect: we value the respect for physical and mental health, along with respecting the opinions, beliefs, values and choices of others.

• Self-belief: We value positive self-talk, drive and passion, along with setting goals, reflection and learning from experiences.

As a result of the multi-campus operation and the residential 24/7 operation on each campus, the role requires teachers and support staff who are flexible, enthusiastic and team-oriented. Generalist teachers will work in a close team environment with their colleagues, where a culture of sharing and feedback exists.

Because of the unique nature of the operation of the school, the delivery of the programs involves a range of evening, overnight, early morning and weekend duties for teaching staff. Teachers work on public holidays if so rostered. Flexibility in working hours and arrangements is essential for the both operation of the school and the emotional wellbeing of the staff member. The accumulated public holidays for a calendar year are taken as lieu in December as additions to the vacation.

The Campus Principal and the Leading Teachers with the Generalists will form the core of the teaching staff. The school Principal is primarily based at Snowy Campus, but attends all campus as often as practical. The Business Manager has a close working and trust relationship with both the Principal and the Campus Principals in making and supporting resourcing decisions.

The operational budget of the multi-campus school is approximately $6.5m per annum. Leading Teachers should be familiar with aspects of contemporary DET management practices, Education State and other strategic initiative. The school has a Strategic Plan and Annual Implementation Plan, just as any State education school is required to have.

The governance and leadership model of the School for Student Leadership is unique in the Victorian Education system. The governance and leadership models comprise a single School Council and a single Principal. The school council, nominated by the Education Minister, consists of high profile members of the Victorian community. The Business Manager is the Secretary of the School Council and has a close working relationship with the Principal and School Council President.

A Leadership Team heads-up the operational, curriculum, student achievement staff performance and development process; this is the schools structure to enable a community of practice to operate.

The school, as a co-educational residential school, has two gender specific accommodation wings and has a highly trained team of teacher and non-teacher support staff to maximize the desired educational outcomes, provide care and supervision of students at the required ratios

Successful applicants will be employed on a full time fixed term basis for term 3 and 4 , 2019

• 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