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Form of workNORTHERN BAY COLLEGE 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 junior campuses (P-8 campuses), one senior campus (years 9-12) a Family Centre, an Early Learning Centre and a Trade Training Centre.
NBC 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.
Organisationally the college has been arranged into three sub schools, these sub-schools are ¿ 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 NBC facilities including the NBC Family Learning Centre and the Geelong Industry Trade Training Centre.
The vision of Northern Bay College 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 a growing cultural diversity that includes Culturally and Linguistically Diverse students from non-English speaking backgrounds 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.
The NBC Inclusion Team structure consists of specialised teachers and education support staff, including a College Inclusion Leader, Inclusion Support Coordinators, Learning Adjustment Specialists (years P-8), Mental Health Wellbeing Leaders (years P-6), Social Emotional Learning educators, Inclusion Workers and an Inclusion Administration Assistant. The Inclusion Team works closely with the College Nurse, College Wellbeing Team, mentor teachers, education support staff, CALD staff, Allied Health practitioners and DET Student Support Services.
Social Emotional Learning educators work under the direction of the College Inclusion Leader and the Campus Principal Team - working collaboratively with the Campus Wellbeing Team, teachers and staff. The role of the Social Emotional Learning educator is to provide the explicit teach of the Social Emotional Learning curriculum for years P-6 and to support the ongoing implementation of the Berry Street Education principles and pedagogy.
SELECTION CRITERIA
¿ 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.
¿ Local Criterion Northern Bay College is committed to implementing a proactive approach to Social Emotional Learning. We seek a candidate with demonstrated capacity in explicitly teaching Social Emotional curriculum, more specifically, an in-depth understanding of the Berry Street Education Model, Resilience, Rights and Respectful Relationships and the Zones of Regulation.
ROLE:
Northern Bay P-12 College ensures students are supported through their Social Emotional development by providing the explicit teach of Social Emotional Learning curriculum from years P-6. Students engage in weekly SEL classes as part of their specialist timetable.
We seek a candidate with a demonstrated capacity and passion to provide the explicit teaching of Social Emotional Learning that integrates our agreed trauma informed practices and SEL curriculum.
Social Emotional Learning teachers are qualified teachers and members of their campus teaching teams and College wide SEL pod.
Key Areas of Focus:
¿ Explicitly teach NBC Social Emotional Learning (SEL) curriculum to students from years P-6
¿ Ensure learning intentions and success criteria are aligned with the personal and social capabilities in the Victorian Curriculum
¿ Explicitly teach NBC Social Emotional Learning curriculum to all students in P-6, alongside providing small group targeted intervention.
Responsibilities:
¿ Directly teach NBC SEL curriculum including the Berry Street Education Model curriculum and Respectful Relationships in P-6 classes and provide semesterly reports on student progress
¿ Collaborate and moderate with classroom mentor teachers to report on personal and social capabilities
¿ Attend campus based professional learning team meetings
¿ Participate in college wide SEL pod planning with College Inclusion Leader and Collegewide Mental Health Wellbeing Leaders and Learning Adjustment Specialists to build and align practices across the college.
¿ Collaborate with and support staff to implement BSEM, Zones of Regulation and the RRs programs in P-6 classes.
¿ Develop and facilitate small group, targeted intervention for identified tier 2 students focused on Social Emotional Learning using evidence-based programs.
¿ Monitor and record student progress and engagement in small group work and individual programs against student learning goals.
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.
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
OTHER INFORMATION:
Applications must include:
1. A CV with a summary of experience and qualifications.
2. Specific detailed Key Selection Criteria responses.
3. The names, email addresses and contact details for three referees.
- 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
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.
