Airly Primary School is a small rural school in Gippsland, within a ten minute drive from Sale, Stratford and Maffra. Established in 1924, Airly draws students from these neighbouring towns. Our current student enrolment is low thirties with 3 classes. Our unique location allows Airly Primary School to offer an alternative to larger schools in urban areas. Most families pass other schools to come to Airly Primary School.

The School Council, staff and community believe that children best learn in a happy, caring, safe and stimulating environment. The aim of Airly Primary School is to work as a team, with parents, carers and community, ensuring each student achieves their potential. "Aiming for Excellence in Education" is the school motto and we achieve this by expecting the school values of Respect, Attitude, Co-operation & Environment are met.

Airly Primary is a ResourceSmart school with a strong sustainability focus. We are also eSmart and adopt the School Wide Positive Behaviour and KidsMatter frameworks as a basis for our social and emotional learning. Students learn AUSLAN as their second language.

Airly Primary School is a member of the Sale Rural Cluster, and all staff are expected to be actively involved in this network with other local schools and extra- curricular events.

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.

This position is for 16.5 hours per week.

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.

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.

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

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

The successful applicant will be based at Maffra Secondary College but will also work across the following schools.

• Bairnsdale Secondary College http://bairnsdalesc.vic.edu.au/

Host school profile

Maffra Secondary College is a stand-alone Year 7-12 rural college with an enrolment of approximately 600 students. This is small enough to allow positive relationships to be formed, but large enough to provide a wide range of options for our students. We provide a positive learning environment that engages and instils knowledge, skills, attitudes and values, empowering our school community to strive to be life-long learners. Our students are encouraged to be actively involved in improving the school environment and to contribute to the local community. The college has a cohesive and professional leadership team with a focus on working collaboratively to develop teaching skills for all teachers that will improve student learning outcomes.

We have been developing the use of high impact teaching strategies, including formative assessment, feedback, assessment capable students. Key to our work is the use of Growth Mindsets and the Challenging Learning pedagogical approach, working to develop lifelong learners who can deal successfully with any given situation. A strength of the college is the Professional Learning Communities (PLCs) who work together to co-construct engaging curriculum and employ effective pedagogies to build student motivation, learning confidence and engagement, and use evaluative teaching strategies to advance and challenge students to the next stage in their learning.

The Positive Behaviour Support framework and school values are well established. Relationship are at the centre of what we do, and there is a strong emphasis on evidence based decision making. Students are taught to have Respect for one another and their teachers, to be Independent Learners, to contribute to their Community, to look after their Environment, and to always strive for their highest standard possible.

The school has several strong themes, including a successful sporting culture, diverse leadership opportunities, and strong links and connections with our local community. The school continues to develop an inquiry approach to teaching based on the high successful and nationally acclaimed Broadening Horizons Science program at Year 8. We have multiple opportunities for students to engage in learning outside of the classroom, and our Corporate Immersion program and Australia Post partnership are key elements of this. The school offers a wide variety of camps, excursions and events for students, including three separate international study tours available.

Maffra Secondary College has 65.11 staff. Three principal class, 43.25 EFT teachers, and 18.86 EFT Education Support Officers

Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

SC6 Ability to identify the education requirements of students with complex learning needs and implement high impact classroom teaching strategies which enable all students to achieve their full potential.

COMMENCING TERM 2, 2019

An opportunity exists for classroom teachers wishing to be part of a new and exciting initiative to improve the literacy and numeracy of secondary students. Appointment to these positions will enrich teacher experience and play a significant role in further improving student performance and educational outcomes.

Network Literacy Teachers and Network Numeracy Teachers (Network Teachers) will work across up to four schools to provide targeted support to students who are behind in literacy or numeracy as part of the Middle Years Literacy and Numeracy Support (MYLNS) initiative.

Network Teachers will have expertise in literacy or numeracy teaching, an ability to work directly with students with complex needs, and enjoy working side-by-side with colleagues to improve student confidence and learning outcomes. The initiative will commence in secondary schools no later than Term 3, 2019.

In addition to induction training, Network Teachers will be required to participate in ten days professional learning in literacy or numeracy teaching over two years. This professional learning will be delivered by the Bastow Institute and will focus on international best-practice in literacy and numeracy teaching, and supporting secondary school students who are behind in literacy and numeracy.

MYLNS is a $183 million, four-year initiative developed to further enable schools to focus on building excellence and equity by improving the literacy and numeracy teaching capability of all teachers and providing students with additional teaching support. The initiative will provide intensive teaching support to secondary students in Years 8 to 10 who are at risk of finishing school without the literacy and numeracy skills they need for future work, further education or training.

This initiative builds on existing reforms including the Victorian Curriculum, Learning Places model additional equity funding (including Catch Up loading).

Network Teachers will work with students across a cluster of up to four schools in collaboration with these students’ regular classroom teachers to provide them with direct, individualised teaching in literacy and numeracy according to individual student needs.

Teachers in this role will be employed by one school within a cluster, but will work across the schools according to student need/demand. Travel is a requirement of this role.

CLASSROOM TEACHER RANGE 2

Range 2 classroom teachers play a significant role in assisting schools 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.

In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key responsibilities of Network Teachers include:

• Providing targeted support to identified students, in accordance with each cluster school’s delivery model
• Briefing and supporting relevant teaching and wellbeing staff of identified students
• Having the content knowledge and pedagogical practice to meet the diverse needs of all students
• Understanding school performance data and using this data to inform teaching and learning practice
• Assisting staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
• Model exemplary classroom practice and encourage other teachers in the school to engage in critical reflection of their practice
• Participating in a MYLNS Community of Practice

Providing a child safe environment in accordance with the child safe standards

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

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

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

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

Maffra Secondary College

School Profile

Maffra Secondary College is a stand-alone Year 7-12 rural college with an enrolment of approximately 570 students. This is small enough to allow positive relationships to be formed, but large enough to provide a wide range of options for our students. We provide a positive learning environment that engages and instils knowledge, skills, attitudes and values, empowering our school community to strive to be life-long learners. Our students are encouraged to be actively involved in improving the school environment and to contribute to the local community. The college has a cohesive and professional leadership team with a focus on working collaboratively to develop teaching skills for all teachers that will improve student learning outcomes.

We have been developing the use of high impact teaching strategies, including formative assessment, feedback, assessment capable students. Key to our work is the use of Growth Mindsets and the Challenging Learning pedagogical approach, working to develop lifelong learners who can deal successfully with any given situation. A strength of the college is the Professional Learning Communities (PLCs) who work together to co-construct engaging curriculum and employ effective pedagogies to build student motivation, learning confidence and engagement, and use evaluative teaching strategies to advance and challenge students to the next stage in their learning.

The Positive Behaviour Support framework and school values are well established. Relationship are at the centre of what we do, and there is a strong emphasis on evidence based decision making. Students are taught to have Respect for one another and their teachers, to be Independent Learners, to contribute to their Community, to look after their Environment, and to always strive for their highest standard possible.

The school has several strong themes, including a successful sporting culture, diverse leadership opportunities, and strong links and connections with our local community. The school continues to develop an inquiry approach to teaching based on the high successful and nationally acclaimed Broadening Horizons Science program at Year 8. We have multiple opportunities for students to engage in learning outside of the classroom, and our Corporate Immersion program and Australia Post partnership are key elements of this. The school offers a wide variety of camps, excursions and events for students, including three separate international study tours available.

Maffra Secondary College has 76 staff. Three principal class, 47 teachers (36.4 EFT), and 28 Education Support Officers (18.93 EFT).

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Applicants are to provide the name and contact details of three people who can attest to their suitability for this position.

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

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


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

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

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


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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

The successful applicant will be based at Drouin Secondary College but will also work across the following schools.

• Wonthaggi Secondary College http://wonthaggisc.vic.edu.au/
• Neerim District Secondary College http://www.ndsc.vic.edu.au/
• Trafalgar High School http://trafalgarhs.vic.edu.au/

Host school profile

Drouin Secondary College’s vision is: "To ensure every student develops the knowledge, skills and behaviours needed to positively contribute as responsible and caring citizens of a changing, global community." The College’s daily life is linked closely to its core values: ACHIEVEMENT, RESPECT, COMMITMENT AND COMMUNITY.

Drouin Secondary College is a steadily growing medium sized rural year 7 to 12 school expected number to be over 1000 in 2019. Students attending the College come from a large geographical area. The nature of the community is changing with steady growth in the major centres of population – Drouin, Bunyip, Garfield and Longwarry.

The geography of our feeder area means that an extensive bus network is coordinated by the College. About 60% of our students travel to school by country or town service buses or rail. We also draw students from beyond our traditional feeder primary schools with over 120 students travelling by rail on the Pakenham line. The College has 73 EFT teaching staff including 4 Principal Class and a further 40 support staff. We also employed 3 trainees this year in Education Support, and Sport and Recreation.

Our Strategic Plan was reviewed in 2018 and a new 2019 to 2022 completed and ratified by College Council in February 2020.

Our goals are:

1. To improve student engagement and agency in learning

2. To improve student learning outcomes

3. To improve literacy learning outcomes

The College supports the curriculum through an excellent student management and student welfare structure. Our school values learning both within and beyond the classroom, locally nationally and globally.

“Together we are learning for the future.”

More details can be found on our website at: www.drouinsc.vic.edu.au

SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

SC6 Ability to identify the education requirements of students with complex learning needs and implement high impact classroom teaching strategies which enable all students to achieve their full potential.

COMMENCING TERM 2, 2019

An opportunity exists for classroom teachers wishing to be part of a new and exciting initiative to improve the literacy and numeracy of secondary students. Appointment to these positions will enrich teacher experience and play a significant role in further improving student performance and educational outcomes.

Network Literacy Teachers and Network Numeracy Teachers (Network Teachers) will work across up to four schools to provide targeted support to students who are behind in literacy or numeracy as part of the Middle Years Literacy and Numeracy Support (MYLNS) initiative.

Network Teachers will have expertise in literacy or numeracy teaching, an ability to work directly with students with complex needs, and enjoy working side-by-side with colleagues to improve student confidence and learning outcomes. The initiative will commence in secondary schools no later than Term 3, 2019.

In addition to induction training, Network Teachers will be required to participate in ten days professional learning in literacy or numeracy teaching over two years. This professional learning will be delivered by the Bastow Institute and will focus on international best-practice in literacy and numeracy teaching, and supporting secondary school students who are behind in literacy and numeracy.

MYLNS is a $183 million, four-year initiative developed to further enable schools to focus on building excellence and equity by improving the literacy and numeracy teaching capability of all teachers and providing students with additional teaching support. The initiative will provide intensive teaching support to secondary students in Years 8 to 10 who are at risk of finishing school without the literacy and numeracy skills they need for future work, further education or training.

This initiative builds on existing reforms including the Victorian Curriculum, Learning Places model additional equity funding (including Catch Up loading).

Network Teachers will work with students across a cluster of up to four schools in collaboration with these students’ regular classroom teachers to provide them with direct, individualised teaching in literacy and numeracy according to individual student needs.

Teachers in this role will be employed by one school within a cluster, but will work across the schools according to student need/demand. Travel is a requirement of this role.

CLASSROOM TEACHER RANGE 2

Range 2 classroom teachers play a significant role in assisting schools 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.

In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key responsibilities of Network Teachers include:

• Providing targeted support to identified students, in accordance with each cluster school’s delivery model
• Briefing and supporting relevant teaching and wellbeing staff of identified students
• Having the content knowledge and pedagogical practice to meet the diverse needs of all students
• Understanding school performance data and using this data to inform teaching and learning practice
• Assisting staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
• Model exemplary classroom practice and encourage other teachers in the school to engage in critical reflection of their practice
• Participating in a MYLNS Community of Practice

Providing a child safe environment in accordance with the child safe standards

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

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

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

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

Trafalgar Primary School is a medium sized rural primary school catering for approximately 429 students in years Prep – 6 with 33.68 equivalent full-time staff. 2 principal class staff, 26 teachers and 14 education support staff. Trafalgar Primary School adjoins the local government secondary school site. Together the two schools form a vibrant and cooperative education precinct that is promoting strong transition pathways and enrichment opportunities for students. The primary school, relocated to the new site, has been educating local students for over 130 years having celebrated its centenary in 1979.

Trafalgar is located 120 kilometres from Melbourne and backs onto the foothills of the Strzelecki Ranges to the south. The town is in one of the fastest growth areas of the State and has grown significantly in recent years. The school has three values: Be Safe, Be Respectful, Be A Learner. These values are aligned with our commitment to School-Wide Positive Behaviour Support (PBS) and promote health, wellbeing and social inclusion for every member of the School Community.

Trafalgar Primary School is a vibrant, caring and inclusive place to learn with specialist programs in Music (using the Musical Futures Approach), Media (Visual Art), Movement (P.E) and Indonesian. The school also has a successful Performing Arts program. At Trafalgar Primary School we believe in fostering each child’s desire to learn as we develop creative thinkers, strategic problem solvers, collaborative team members and independent, confident learners who are equipped for future success.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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

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


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

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

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


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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

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

Neerim District Secondary College is a small Secondary College with approximately 151 students in 2018. It is located in Neerim South and serves the Neerim/Baw Baw district. This area extends from the small settlements of Icy Creek , Vesper and Noojee in the north, to Buln Buln and Drouin West in the south. We are also the school of choice for a number of families from Shady Creek, Labertouche, Drouin and Warragul, who feel their students will achieve better outcomes in a smaller setting. Approximately 85% of students are bus travellers.

Strong links to the community are an integral aspect of the College. This is evident through facilities including a shared library with the West Gippsland Regional Library Corporation, a shared basketball stadium with the community and the local primary school and the use of local halls for assemblies and other events.

The College is traditionally proud of its ability to work with individual students to achieve the best outcomes, particularly for Later Years learners. Students achieve significant results benefitting from small class sizes, both in academic and vocational pathways. We have a high participation rate in VET and VCAL programs that are consistent in translating to apprenticeships and further training courses for students. The Mathematics, Integration and Literacy support programs are highly regarded by students and parents who value the level of support for students in mainstream and small group classes, and access to real pathways.

The College offers a broad curriculum that values diversity and excellence in learning. A comprehensive range of studies allows students at Years 7 and 8 to experience the full breadth of the curriculum. The flexible and relevant core/elective program at Years 9 and 10 leads into a range of pathways in the senior years, including VET and VCAL courses in addition to more traditional VCE programs in Arts, Mathematics and Science, the Humanities and Technology.

Students with special needs are provided with highly individualized support. The College is proud of the progress made by students with disabilities and those with low literacy levels. Excellent opportunities are provided for talented students, as the strong record of success at VCE indicates.

A range of activities supplements the formal curriculum. Students have opportunities to become involved in college-wide programs such as the concert band, house sporting and public speaking competitions, to take up leadership roles as home group and house captains, to participate in the Student Representative Council, Peer Support programs and the debutante ball. Recognition of student achievement assumes a high profile through student-led college assemblies, regular awards and the annual Presentation Night.

The College has identified priority areas that staff are currently working on to ensure that individualized learning continues to be a strong focus. Inquiry learning and an innovative Year 9 program known as CEA9 assist students to develop higher order thinking skills and an appreciation of the area that we live in.

A highly successful Transition Program from Year 6 to Year 7 involves students from district schools coming to the secondary site, working through a program devised and delivered by Year 6 teachers and specialist college staff.

The College is part of the Tarago Education Community which comprises 5 primary schools and a secondary college. The schools range in size from 11 students to 150. We work as a part of a team to deliver a quality language program across all schools.

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

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

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

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

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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

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


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

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

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


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

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

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

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

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

- Direct teaching of groups of students and individual students;

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

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

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

- Undertaking other non-teaching supervisory duties.

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

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

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

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

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

Neerim District Secondary College is a small Secondary College with approximately 151 students in 2018. It is located in Neerim South and serves the Neerim/Baw Baw district. This area extends from the small settlements of Icy Creek , Vesper and Noojee in the north, to Buln Buln and Drouin West in the south. We are also the school of choice for a number of families from Shady Creek, Labertouche, Drouin and Warragul, who feel their students will achieve better outcomes in a smaller setting. Approximately 85% of students are bus travellers.

Strong links to the community are an integral aspect of the College. This is evident through facilities including a shared library with the West Gippsland Regional Library Corporation, a shared basketball stadium with the community and the local primary school and the use of local halls for assemblies and other events.

The College is traditionally proud of its ability to work with individual students to achieve the best outcomes, particularly for Later Years learners. Students achieve significant results benefitting from small class sizes, both in academic and vocational pathways. We have a high participation rate in VET and VCAL programs that are consistent in translating to apprenticeships and further training courses for students. The Mathematics, Integration and Literacy support programs are highly regarded by students and parents who value the level of support for students in mainstream and small group classes, and access to real pathways.

The College offers a broad curriculum that values diversity and excellence in learning. A comprehensive range of studies allows students at Years 7 and 8 to experience the full breadth of the curriculum. The flexible and relevant core/elective program at Years 9 and 10 leads into a range of pathways in the senior years, including VET and VCAL courses in addition to more traditional VCE programs in Arts, Mathematics and Science, the Humanities and Technology.

Students with special needs are provided with highly individualized support. The College is proud of the progress made by students with disabilities and those with low literacy levels. Excellent opportunities are provided for talented students, as the strong record of success at VCE indicates.

A range of activities supplements the formal curriculum. Students have opportunities to become involved in college-wide programs such as the concert band, house sporting and public speaking competitions, to take up leadership roles as home group and house captains, to participate in the Student Representative Council, Peer Support programs and the debutante ball. Recognition of student achievement assumes a high profile through student-led college assemblies, regular awards and the annual Presentation Night.

The College has identified priority areas that staff are currently working on to ensure that individualized learning continues to be a strong focus. Inquiry learning and an innovative Year 9 program known as CEA9 assist students to develop higher order thinking skills and an appreciation of the area that we live in.

A highly successful Transition Program from Year 6 to Year 7 involves students from district schools coming to the secondary site, working through a program devised and delivered by Year 6 teachers and specialist college staff.

The College is part of the Tarago Education Community which comprises 5 primary schools and a secondary college. The schools range in size from 11 students to 150. We work as a part of a team to deliver a quality language program across all schools.

KSC1. Proven experience and ability to deliver counselling and wellbeing services to children in an educational context.

KSC2. Demonstrated well-developed communication, networking and interpersonal skills working as part of a collaborative multidisciplinary professional team.

KSC3. Ability to work independently, to accept supervision as required, and an ability to seek support.

KSC4. Capacity to cultivate and maintain well developed relationships with students, staff, parents and external stakeholders.

KSC5. Demonstrated ability to provide expert consultation and professional learning designed to build the capacity of teachers and the wider school community.

KSC6. Proven capacity to work effectively with the whole school community including students, staff and parents to improve student engagement in learning.

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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.

- Manage the delivery of support services to students, teachers, parents and other school clients.
- Ensure all external providers deliver the required service.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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

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

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

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

Neerim District Secondary College is a small Secondary College with approximately 152 students in 2018. It is located in Neerim South and serves the Neerim/Baw Baw district. This area extends from the small settlements of Icy Creek , Vesper and Noojee in the north, to Buln Buln and Drouin West in the south. We are also the school of choice for a number of families from Shady Creek, Labertouche, Drouin and Warragul, who feel their students will achieve better outcomes in a smaller setting. Approximately 85% of students are bus travellers.

Strong links to the community are an integral aspect of the College. This is evident through facilities including a shared library with the West Gippsland Regional Library Corporation, a shared basketball stadium with the community and the local primary school and the use of local halls for assemblies and other events.

The College is traditionally proud of its ability to work with individual students to achieve the best outcomes, particularly for Later Years learners. Students achieve significant results benefitting from small class sizes, both in academic and vocational pathways. We have a high participation rate in VET and VCAL programs that are consistent in translating to apprenticeships and further training courses for students. The Mathematics, Integration and Literacy support programs are highly regarded by students and parents who value the level of support for students in mainstream and small group classes, and access to real pathways.

The College offers a broad curriculum that values diversity and excellence in learning. A comprehensive range of studies allows students at Years 7 and 8 to experience the full breadth of the curriculum. The flexible and relevant core/elective program at Years 9 and 10 leads into a range of pathways in the senior years, including VET and VCAL courses in addition to more traditional VCE programs in Arts, Mathematics and Science, the Humanities and Technology.

Students with special needs are provided with highly individualized support. The College is proud of the progress made by students with disabilities and those with low literacy levels. Excellent opportunities are provided for talented students, as the strong record of success at VCE indicates.

A range of activities supplements the formal curriculum. Students have opportunities to become involved in college-wide programs such as the concert band, house sporting and public speaking competitions, to take up leadership roles as home group and house captains, to participate in the Student Representative Council, Peer Support programs and the debutante ball. Recognition of student achievement assumes a high profile through student-led college assemblies, regular awards and the annual Presentation Night.

The College has identified priority areas that staff are currently working on to ensure that individualized learning continues to be a strong focus. Inquiry learning and an innovative Year 9 program known as CEA9 assist students to develop higher order thinking skills and an appreciation of the area that we live in.

A highly successful Transition Program from Year 6 to Year 7 involves students from district schools coming to the secondary site, working through a program devised and delivered by Year 6 teachers and specialist college staff.

The College is part of the Tarago Education Community which comprises 5 primary schools and a secondary college. The schools range in size from 11 students to 150. We work as a part of a team to deliver a quality language program across all schools.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

- Assist in the exchange of information between the community and the school.
- Assist with the liaison and communication between parents, teachers, other staff and members of the wider school community.

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

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.