Classroom Teacher - Hands On Learning

Department of Education Victoria; Geelong; On-site; AUD 65,000 - 90,000; Full time

Job summary

Northern Bay College Geelong invites experienced teachers to join the Hands-on Learning (HoL) program across Years 5–12. You will deliver practical projects, mentor students and collaborate with wellbeing teams to support attendance and achievement.

The role requires strong interpersonal skills, classroom management, and commitment to inclusive education within a public school context in Geelong. Full-time, on-site position with School-level support.

Qualifications

• Demonstrated ability to foster positive relationships with students and staff.
• Experience using data to inform teaching and learning.
• Proven classroom management and instructional strategies.

Responsibilities

• Deliver HoL program and hands-on learning activities.
• Collaborate with school staff to support disengaged students.
• Maintain records and contribute to student development and wellbeing.

Skills

Interpersonal skills

Excel

Classroom management

Team collaboration

Education

Registered teacher with VIT

Tools

Microsoft Excel

Job description

Department of Education Victoria – Geelong VIC

1d ago , from Department of Education & Training Victoria

Northern Bay P¿12 College is a unique multi-campus school in the northern suburbs of Geelong. It comprises four Prep¿Year 8 campuses and a Year 9¿12 campus, alongside the Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) at Goldsworthy.

The College operates through three sub-schools, enhancing our `One School ¿ One Team¿ ethos and rigorous focus on student learning underpinned by a proactive wellbeing framework. Staff collaborate in Professional Learning Communities (Prep - Year 2,Year 3 - 6, Years 7¿9, andYear 10 - 12), meeting regularly in campus and college-wide groups to implement data-informed strategies that drive improved outcomes.

A strong Inclusive Practices Team supports the College, comprising specialist teachers and education support staff, including a College Inclusive Practices Leader, Inclusion Support Coordinators, Learning Adjustment Coaches, Mental Health Wellbeing Leaders (Years P¿6) and an Inclusion Administration Assistant. This team works closely with the College Nurse, Wellbeing Team, mentor teachers, CALD staff, Allied Health practitioners and DET Student Support Services. The College maintains high accountability to ensure Individual Education Plans are implemented with fidelity and seeks staff committed to applying and supporting learning adjustments in classrooms.

We proudly embrace our diversity, with a large First Nations population and a strong cohort of Culturally and Linguistically Diverse (CALD) students. Programs include structured EAL provision and implementation of the Marrung Strategy.

Our vision is to instill community commitment, confidence and high expectations in lifelong learning by:

Delivering curriculum, pedagogy and teacher professionalism that achieve above-expected outcomes.

Developing employable young people with resilience, optimism, self-respect and a commitment to personal best.

Motivating and challenging students to fulfil their potential.

Creating purposeful and diverse pathways.

Building strong partnerships with schools, community organisations and business.

Our Values

Growth ¿ We celebrate improvements in skills, engagement, outcomes and participation.
Collaboration ¿ We work positively together to increase our collective impact.
Persistence ¿ We pursue goals and outcomes despite challenges, seeking solutions for ongoing improvement.
Kindness ¿ We model respect, inclusion and care across our community.

In Summary

We strive for a college where learning is visible and students feel safe, respected, believed in, listened to, and taught by knowledgeable, capable and enthusiastic teachers.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

SC6 Building Engagement Through Hands-On Learning ¿Please comment on your capacity to foster positive relationships with disengaged students by creating a supportive, inclusive learning environment through practical, real-world projects.

Role

About 40 per cent of Australian students are regularly disengaged at school.Hands on Learning (HoL)(handsonlearning.org.au)is an innovativeschool-based program that uses a variety of practical projects to re-engage students in their education and with their school and community. The programincreases attendance and student achievement by building personal and social skills and supporting the different ways young people learn.

Working with a group of 10-12 students per day, artisan-teachers support students to complete significant, yet basic, building, landscaping, public art, food preparation and team building activities. Established in Frankston, Victoria in 1999, HoL is currently operating in over 100 schools in Victoria, New South Wales, Queensland, and Tasmania. The program is delivered in primary, secondary, alternative and special school settings.

HoL at Northern Bay College has been offered for over fifteen year and supports student across Years 5-12 but the majority of students are from Years 5-8. The program has been shown to significantly increase confidence, attendance, and retention of students. Participating students spend a day each week as part of a HoL team where they participate in real and meaningful creative projects that benefit the school and local community.

The program is long term and delivered in a cross-age supportive environment where role modeling, positive feedback and mentoring are found to be highly effective. As an in-school program, students remain connected with their academic-based curriculum the remaining four days of the week.

Schools running HoL are supported by Save the Children¿s School Support team, who provide training and ongoing support to HoL artisan-teachers. The HoL artisan-teacher must have strong interpersonal skills to foster a learning environment that considers the individual needs of students.

The HoL artisan-teacher role also requires competency using Microsoft Excel for maintaining records and to be able to work effectively as part of a team to support the management of student behaviour. This role requires the artisan-teachers to liaise with school leadership and school support services such as the wellbeing team to support students to build social skills and positive behaviours.

The Position: (key areas of accountability)

·Supporting young people through the development of strong relationships that keep students connected to school and promote positive student behaviours.

·Developing and delivering real and meaningful HoL practical projects.

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Responsibilities

General teaching:

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.

Hands-on Learning focused:

-Personal and professional development

o Attend HoL regional professional development meetings run by the School Support team.

o Participate in performance reviews as outlined by the school.

-Professional service delivery

o Act in a professional manner always when dealing with internal and external services/groups.

o Maintain appropriate confidentiality ¿ both organisationally and regarding students.

o Provide supervision to students maintaining safety and duty of care.

o Communicate in respectful and polite manner.

o Follow through with key tasks.

o Comply with the school and Department of Education policies and procedures.

o Participate in OH+S safe work practice to ensure a safe work environment.

-Administration and documentation

o Ensure that all documentation is accurate and completed in a professional and timely manner.

o Complete HoL reports for students as required by the school.

o Complete documentation connected to school procedures.

o Maintain accurate data and records on students.

o Attend required school meetings.

-Technical skills and application

o Technical skills and knowledge of applied learning principles relevant to HoL delivery.

o High-level interpersonal skills to actively mentor and support disengaged students. Model respectful teacher/student relationships.

o Professional communication with key school staff on student progress.

o Demonstrate technical creative/building skills to students.

o Implementation and communication of Focus Plans within the program and the wider school community.

o Working with key school staff to conduct the student referral/intake process.

-Team work and Communication

o Open and timely communication to provide detailed information to the HoL School Support Team and the wider school community.

o Open communication as part of teamwork and collaborative work practices.

o Lead the HoL team of students in successful completion of tasks.

-Continuous Improvement

o Attend any professional development opportunities/requirements provided by the School and/or the HoL School Support Team. This includes: OH+S training, program methodology, effectively supporting students and child safe guarding.

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines).

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

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.

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:

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

DE Values

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

ACCOUNTABILITY

The HoL artisan-teacher is employed by the school to deliver the HoL program and is subject to their employee¿s conditions and work experiences. The College Principal will nominate a supervisor/line manager to whom the HoL artisan-teacher is directly accountable, with the day to day running of HoL.

HoL artisan-teachers are expected to maintain contact with Save the Children¿s HoL School Support team, and actively participate in activities organised by the HoL School Support team, as part of the ongoing partnership between the school and Save the Children. The HoL School Support team offers advice, professional development, and other support to HoL artisan-teachers, along with regular progress reports to school leadership to maintain clear and transparent quality assurance accountability to HoL schools.

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

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.