Early Childhood Teacher

Doveton College is a unique, diverse and vibrant learning community.  Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia.  It is the first of ten settings to be developed in association with the Colman Foundation and DET.

In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups.  The Colman Foundation provided a financial contribution and continues to provide an annual financial contribution to allow for additional services to be provided which are over and above the normal funding regime for the College.  The Foundation has a goal of changing the life opportunities of young people by supporting families and communities access education, health and wrap around services with the school at the centre of the services.

Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults.  The focus is on providing high quality teaching and learning programs across the 0 ¿ 15 range with additional learning opportunities for parents and the wider community members.  It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities.  Early Learning has been accredited as an ACECQA Centre of Excellence operating a long day setting, with a focus on learning through play in a structured, appealing indoor, outdoor learning environment.

On any week, the College is a vibrant learning hub with 130 children in early learning, 620 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses.  Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.

Doveton College is a Childsafe Organisation.

The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non- negotiable. All staff are expected to commit to driving this agenda by their professionalism and dedication to the Doveton College vision. The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to:

• the potential of each of our children and young people to learn, to achieve and do their best
• empowering all our children and young people to be creative, curious, to explore, and discover - to strive and to excel
• a rigorous and dynamic curricula  to meet the needs and promote the growth of every child and young person
• a strong learning culture and team approach based on the values of respect and tolerance, high achievement and excellence, engagement, participation and leadership
• the belief that learning occurs in partnership with parents and the support of the community

The Early Learning Centre has been accredited twice with an ACECQA Excellence rating.  It comprises three learning environments; a 0-3 year old room, 3 year old kinder room and a 4 year old kinder room. Each room is staffed with high quality educators, and ratios well above the minimum level required under national laws.  A qualified ELC teacher implements a high quality education program for every 3 and 4 year old child, that is based upon the National Early Years Learning Framework and the Victorian Early Years Learning and Development Framework.  Each room runs an indoor/outdoor program taking advantage of the bright airy rooms and the extensive outdoor opportunities that are accessible all year round. 

The ELC is able to access programs in the College such as PMP (Perceptual Motor Program), Music and library.  Administration services are provided to the ELC, enabling the educators to focus on the children in their care and the provision of high quality programs.

SC1 Demonstrated high quality pedagogical approaches, linked with an excellent understanding of children¿s learning and development from birth to school age.

SC2 Excellent understanding of the National Quality Framework and Standards, relevant legislation, Early Years Learning Framework and the Victorian Early Years Learning and Development Framework and transition to school.

SC3 Experience in implementing the planning cycle, analysing and evaluating an inclusive, child-centred program which supports young children¿s learning and development.

SC4 Demonstrated ability to lead staff in the delivery of high quality Early Childhood programs for a specific cohort of children.

SC5 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with children, parents, colleagues and the broader community to support the learning development agency, wellbeing and safety of children.

SC6   Demonstrated understanding of trauma informed practice and the capacity to cater for students with a wide range of trauma backgrounds and educational needs.

There are three components to this position:

 Leading the planning, implementation and evaluation of an appropriate educational program for very young children attending the Early Childhood Centre, Doveton College. This position will require you to work as a degree qualified educator across the whole early learning program.

You will act as a mentor and support other educators to deliver high quality programs for young children and families.

As a mentor you will demonstrate the following specialist knowledge, qualities and skills:

• Commitment to ensuring that the vision and mission statements are enacted.
• High-level problem-solving abilities, capacity to set priorities, establish realistic goals and support other educators to do the same.
• Excellent skills in communicating with children, families, staff, professionals and community members.
• Cultural competence
• Ability to reflect, critically evaluate and assess the effectiveness of work practices as an ongoing learner.
• Capacity to improve professional practice by seeking meaningful learning opportunities for yourself and other educators based on current theory.
• Ability to implement innovative and inclusive ways of acknowledging diversity within the community to improve service delivery.

Ability to work as part of a team, under the supervision of the Assistant Principal Early Childhood Pedagogy.

Children

• Develop, in consultation with parents and educators, an educational program that is appropriate to the individual developmental needs and interests of children . The program will reflect the College¿s policies and the needs of the community, and be culturally appropriate.
• Develop, record and maintain documentation as specified in the NQF for individual children based on regular observations across all aspects of the child¿s development and share this information with parents as appropriate.
• Provide a healthy, safe and welcoming environment and ensure that children are supervised at all times.
• Work collaboratively with other members of the Early Childhood team to address the needs of families and children attending the service.

Parents

• Actively encourage parental involvement in developing and implementing the program at the service.
• Provide regular information for parents about the program, the operation of the College and child development
• Regularly communicate with parents on their child¿s development and progress in the Early Childhood programs.
• Ensure that new families are appropriately orientated and supported at the College.

Educators

• Be responsible for the day-to-day supervision of educators performing duties related to children for which the position is directly responsible.
•  Attend regular team meetings, to facilitate effective communication, internal staff development and discussion on management and programming for the College.
• Provide leadership while working as a member of a cooperative team and encourage educators who are involved in the program to contribute to the planning and implementation of the program.
• Work cooperatively with the leadership team and all staff to ensure College programs operate in a safe work environment and that staff follow safe work practices.
• Participate in annual staff review/performance development review process.
• Keep abreast of current issues relating to children¿s services and liaise with relevant Early Childhood services and other professional services and organisations within the community
• Comply with the professional development requirements in any industrial award or agreement, such as the Professional Development and Enhancement Program (PDEP) under the VECTAA
• Recommend and participate in professional development of educators in consultation with the leadership team, including the orientation and formal appraisal of educators for whom the position is responsible
• Adhere to all service OHS safety procedures

A relevant tertiary Degree qualification in Early Childhood is mandated for this position. Experience in working with children 6 months - 6 years of age is required for  this position.

Early Childhood Educators and Teachers with a dual Early Childhood/teaching degree 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.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• 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