7-12 Graduate Art Teacher - Northern Bay P-12 College

  • Victoria State Government - Education and Training
  • Geelong VIC, Australia
  • 17 Dec, 2021
Full time - Fixed Term Graduate Teacher Teaching - Secondary

Job Description

Job ID: 1260055
Location: Northern Bay P-12 College [Multiple Location Campus]
Department: Northern Bay P-12 College
Role Type: Secondary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Graduate Teacher Program
Apply By: 01/23/2022
Other Information  
Begin Date: 01/31/2022
End Date: 01/26/2023
Hours: 38.00
Contact Name: Erin Prendergast
Phone: 03 5224 9700
School Website: www.nbc.vic.edu.au

 

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, 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.

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 the college has been arranged into three sub schools for 2021 with each sub school led by a College Assistant Principal. For 2021 these sub-schools will be – Hendy P-8 Campus and Peacock P-8 Campus Sub SchoolWexford P-8 Campus and Tallis P-8 Campus Sub SchoolGoldsworthy 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.

Northern Bay College is characterised by its core values:

Collaboration

The responsibility to actively work, plan and learn together in a flexible learning environment and to share our resources and learning with others.

Outcomes

To provide Corio Norlane communities with the highest quality educational programs in the best possible, world class facilities with a vision to instil community commitment, confidence and high expectations in lifelong learning.

Respect

The staff and students at Northern Bay College respect the College CORE Values without discrimination abiding by the basic principles of Freedom, Respect, Equality and Dignity.

Equity

At Northern Bay College we believe that our students have a right to quality at all times – quality teachers, quality resources, quality leaders, quality tasks, quality relationships, quality learning environments, quality facilities, quality outcomes and quality experiences.

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.

Selection Criteria

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

SC2    Demonstrated capacity to 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 capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

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

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

Role

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

Core responsibilities include:

  • Planning and implementing a range of teaching programs or courses of study
  • Teaching an area of the curriculum or a general curriculum to a year level
  • Monitoring, evaluating and reporting student progress in key learning areas
  • Implementing strategies to achieve targets related to student learning outcomes
  • Maintaining records of class attendance and recording student progress
  • Implementing effective student management consistent with the school charter.
  • Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

  • Supervising a range of student activities including support and welfare programs
  • Contributing to a range of co-curricular programs

Who May Apply

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy.  Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

Subject

Arts, Drama, Music, and Performing Arts

School Type

Secondary

Job Closing Date

23 Jan, 2022