Department of Education & Training VIC
Brookside College is located in Caroline Springs on the lands of the Wurundjeri People and the Kulin Nation. Although the College and the community it serves is less than 20 years old, learning communities have flourished on this land for more than 30,000 years.
Founded as part of the multi-campus Caroline Springs College in 2000, Brookside College became a separate entity in 2012. Since its formation the College has gained a strong reputation as a caring and community minded school built on a commitment to student-centred learning and inclusive education.
Today the College has an enrolment of almost 1200 students from Prep to Year 9 and a staff of 136. Currently the College Ours is a culturally and ethnically diverse community and as a College we celebrate the richness that diversity brings to a community and ensure our educational programs give voice to the different experiences of our families.
“Brookside College empowers every learner to fulfil their potential and positively shape the future.”
“At Brookside College we design high quality learning experiences that build on learner strengths and needs to help them develop their talents, passion and purpose.”
Rights, Respect, Resilience and Relationships
Our curriculum programs place Literacy, Numeracy and Empowerment at the core of our practice. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on 21st Century Learning Skills underpinned by the Victorian Curriculum Capabilities and student agency. Our curriculum work is framed by the Victorian Curriculum, the New Pedagogies for Deeper Learning and the Department of Education’s ‘Amplify’ practice guide.
Literacy is delivered through explicit direct instruction including a phonics program in the early years. Reading is a feature of every classroom, every day, supported by classroom libraries. Numeracy is delivered through a balanced pedagogy that combines explicit direct instruction and problem-based learning. Learning in all other disciplines features explicit direct instruction, problem-based learning and project-based work. Student achievement is celebrated through Parent, Teacher and Student Conferences, Reporting, Awards and Termly public exhibitions.
Our STEM (Science, Technology, Engineering and Mathematics) learning program brings digital technology, including virtual world learning, to students and provides opportunities for students to demonstrate their creativity and problem solving skills. Students are able to develop their talents and passions through our Music and Performing Arts programs, whilst student health and resilience is developed through the Stephanie Alexander Garden Program, and the Food Technology and Health Programs. Our Year 9 ‘Futures’ Program further aims to equip our students with many of the skills and competencies they need to shape the future.
Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally. Student Action Teams drive improvement in the areas of Community, Teaching and Learning, Environment and Student Engagement and Wellbeing.
Student learning needs are identified and targeted within each classroom and additional supports provided by the college include a Hands on Learning Program that has been nationally recognised as a model of excellence. In 2019 we also opened a new Student Wellbeing and Intervention Centre, ‘The Hub’, in order to further our commitment to positive inclusive education.
The College is committed to developing happy, healthy and resilient children and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.
Brookside College has an established record of academic excellence and our success is attributed to a number of factors: dedicated staff, transparent and consultative leadership, and above all, strong relationships between all sectors of the school, especially between staff and students and inclusive of parents.
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.
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.
To apply for this job please visit www.seek.com.au.