Address
Form of workLocation: Geelong
Job type: Part time / From 28/03/2023 - 18/01/2024
Organisation: Education and Training
Salary: Salary not specified
Occupation: Education and Training
Reference: 1336118
Selection Criteria
Demonstrated high quality instrumental music tuition skills and capacity to successfully employ flexible and adaptive approaches to allow students to reach their full potential.
Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
Demonstrated high level ability or commitment to developing ICT based skills to undertake timetabling students, attendance and basic administration responsibilities aligned with their teaching load.
Demonstrated capacity to work successfully as a member of the music team.
Demonstrated commitment to participate in professional development to enable further development of skills, expertise and teaching capacity.
Role
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.
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.
Responsibilities
Woodwind / Brass Teacher must be available on Wednesdays to be actively involved with rehearsals for the NBC Concert Bands.
To provide individual and group tuition in woodwind / brass for beginning students from Year 5 to Year 12 students.
Developing sessions to prepare and support students’ development of performance skills within the Instrumental Music Ensembles.
Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
Maintain the Instrumental work space and regularly check music equipment.
Comply with all NBC and Department of Education and Training Policies and Legislation and observe safe working practices.
Liaise with the Principal, Campus Principal, music staff and other relevant staff when required.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS Commitment
The Department of Education and Training 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.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DET Values
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
Other Information
Northern Bay College is seeking an enthusiastic and dedicated Woodwind / Brass Teacher to join the Instrumental Music team.
Experience with Ensemble direction would be advantageous.
The applicant must be available on Wednesday.
Applicants should address the selection criteria and in doing so consider the responsibilities of this position.
Please provide the evidence of suitable music qualifications.
Conditions of Employment
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Northern Bay P-12 College is a unique multi-campus school located in the Northern Suburbs of Geelong. It is made up of four Prep – Year 8 campuses. The fifth campus provided education for Years 9 through 12 and the campus also has our Family Learning Centre providing 0-5 services and the Geelong Industry Trade Training Centre (GITTC) on site.
The College moved to a three sub-school structure in 2020 to further develop the ‘One School – One Team’ ethos; which emphasises the core business of Student Learning as a focus underpinned by a strong consistent well-being framework. Across the college, staff work in teams focussed around four Professional Learning Communities; Year P-2, Year 3-6 and Year 6-9 & Year 10-12. These teams meet regularly in Campus based groups and also as college wide groups to implement data informed strategies to support continued improvement of learning outcomes for all students.
Organisationally 2022 sees the three sub schools continue and each led by a College Assistant Principal. In 2022 these sub-schools will be – Hendy P-8 Campus and Peacock P-8 Campus Sub School; Wexford P-8 Campus and Tallis P-8 Campus Sub School; Goldsworthy Year 9-12 Sub School. Additionally the College Assistant Principal – Student Enrichment Programs will lead a portfolio that includes oversight of programs that connect students with external agencies and further educational opportunities as well as providing executive leadership to College facilities including the Family Learning Centre and the GITTC
Our vision is to instil community commitment, confidence and high expectations in lifelong learning by:
Constructing curriculum, pedagogy and teacher professionalism to achieve above expected outcomes for all students at each stage of learning
Developing students who are highly employable with values of resilience, optimism, self-respect and who strive for personal best
Developing young people who are engaged, motivated and challenged to fulfil their potential
Maximising educational opportunities and creating purposeful and diverse pathways for all students
Developing partnerships with other schools, community organisations and business
The College embraces inclusion and diversity having a large cohort of Culturally and Linguistically Diverse (cald) students (CALD) and a significant indigenous population. The College supports the needs of these students through a structured EAL (English as an Additional Language) and the Marrung Strategy. There is a strong Disabilities and Impairments response on all campuses.
Northern Bay College is characterised by its recently revised values inspired by student voice:
Growth
We value: Having high expectations of ourselves and others sharing a commitment to celebrate our individual and community achievements and progress. Taking learning risks and by having a ‘growth mindset’, to give feedback and learn from mistakes. Giving opportunities to grow as students, staff and families and providing the support to attain positive outcomes
Collaboration
We value: Working positively with others in all aspects of our learning and behaviours. Sharing ideas and resources to create a positive, caring and inclusive working and learning environment. A team approach to achieving real improvement in all aspects of our college, with peers, professionals and parents working together in shared engagement and mutual commitment
Persistence
We value: Setting goals and working hard to achieve them in each activity we undertake. Our challenges being met with a positive attitude to improve our learning skills and understandings, to achieve success.
The support that we as learners, teachers, carers and the community can give to achieve our goals and meet our expectations , both short and long term
Kindness
We value: Showing respect to others' opinions, beliefs and values because we do not discriminate, we celebrate and care for each other. Supporting each other through our positive and sincere words and actions. School Wide Positive Behaviours and strive to be positive role models in our interactions with all members of the college community. Our inclusive culture that celebrates our differences through mutual respect and consideration
In Summary
We want a college where learning is visible and where students feel safe, respected by staff, believed in by staff, listened to by staff and taught by knowledgeable, capable and enthusiastic teachers.
