Social, Community and Demographics

* Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct.

* One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire.

* Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School and Woady Yaloak Primary School (Snake Valley Campus).

* 2018 enrolment of 183. Enrolment growth is anticipated over the next few years. SFO is 0.56

* Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus.

* The school population displays a huge range of abilities and aspirations. The college aims to provide a broad and excellent education that meets a wide range of needs and abilities, and retain all students to year 12.

Educational

* Structure - traditional year levels, with two sub-schools (years 7-9 and 10-12) in place for the purpose of student management.

* Strategies such as the use of cross-year level ability groupings, extension groupings, accelerated programs and team teaching are used to cater for the needs of all students.

* Low staff-student ratios and excellent relationships between staff and students.

* High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community. Strength areas include: student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement.

* School size and a diverse student population mean that providing students with a diverse range of learning experiences from our resource base is a major challenge. This is particularly the case in the senior years where there have been changing demands in recent years. VCAL has become an extremely popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject.

* An excellent MIPs program has ensured that students receive appropriate mentoring and support whilst they are at school and after they leave.

* Student Engagement and Well-being is a high priority, with a strong team that includes the Assistant Principal, sub-school managers, School Nurse and School Chaplain. Survey data indicates that this area is a strength of the school.

* Flexibility is emphasised, both in terms of timetable structure and teaching approach.

* A program of note is "Advance", which is run by a teacher in partnership with local police or CFA.

* Rural and Environmental Education is an excellent program for rural young people, using the input of members of the local farming community for support.

* Staff - The school has a good balance of staff in terms of age and background. Due to school size, almost every staff member has additional responsibilities.

Community and Networks

* Parent and community involvement remains strong and parent bodies work harmoniously with staff.

* Membership of the Wimmera Virtual Schooling Project, Ballarat VET Cluster, Central Network and Mid-Western Complex assist the school’s ability to provide a diverse curriculum.

* External support agencies (particularly welfare agencies) are used regularly.

* Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition.

ICT

* Regarded by the school as fundamental in broadening the curriculum and enhancing teaching and learning.

* Video conferencing is currently used to broaden our VCE program and link to other schools to extend high achieving students.

* Student to computer ratio 2:1, moving towards 1:1

* Electronic whiteboards and data projectors have been added to several classrooms.

* Strong ICT skills on the part of most teachers means that the school is well placed to make use of technology to improve teaching and learning.

Beaufort Education Regeneration Project

* K-12 education in Beaufort is located on the Beaufort Secondary College site

* The Beaufort Early Learning Centre was officially opened in 2012

* The new Beaufort Primary School building was completed in Term 1 of 2014

* Reconstruction of Beaufort Secondary College commenced in 2018 and will be completed in February 2019

SC1 Demonstrated understanding of initiatives in student learning including the Standards, Assessment and Reporting Advice, effective teaching and learning strategies, 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 Student Engagement and Support Teacher will:

Teach in an Alternative Program to support students in developing skills that will enable them to contribute to, and work within, an effective classroom learning environment. The priority will be the development of the whole child through social, emotional, behavioural, and academic learning.

Develop a relationship of trust and cooperation with a student or group of students.

Support students in productive engagement in classroom learning.

Establish effective behaviour management strategies within the classroom using all the available resources of the school to improve student engagement and learning.

Develop and implement curriculum to support the social, emotional and academic learning of the students.

Co-construct short-term learning and behavioural goals that will form the basis of Individual Learning Plans.

Analyse and break-down learning components to enable a mastery-based approach to the achievement of ILP goals.

Cooperate with other classroom teachers to construct the most suitable educational pathways possible for individual students.

Monitor and report to class teachers, parents and external agencies in relation to academic and behavioural progress.

Contribute as a member of SSG meetings to support and monitor the progress of individual students.

Other responsibilities as determined by the Principal.

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.
- 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

Yuille Park P-8 Community College is a multi- campus school providing an innovative curriculum based around an inquiry approach to learning.

Our school values are Belonging, Effort, Empathy and Respect.

Students work in learning communities in multiage groups building relationships and participating in a range of programs designed to provide collaborative learning opportunities.

Yuille Park P-8 Community College provides a rich and nurturing learning environment that engages students to develop Lifelong Learning skills in an atmosphere of cooperation, challenge and respect.

Our school reflects and enhances our community's commitment to the development of lifelong learning skills for young people in our community.

There are two additional Yuille Park Community College campuses that provide flexible learning opportunities for Ballarat youth.

The 'Young Parent's Program' is a program that offers young parents the opportunity to continue their education alongside their children. Students at this campus are enrolled as senior secondary students and have the support of teaching staff and community support services.

YPCC 'Yuille Campus' is the second Yuille Park Community College off site campus and provides flexible learning options for young people to re - engage and remain actively involved in their learning and to reach their potential.

The Yuille Park Children’s Centre operates three and four year old kindergarten sessions in a purpose built facility on our main campus site and is managed by the College.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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 commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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.

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

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.

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

Caledonian Primary School is located in Thompson Street, Brown Hill, Ballarat. The school is set on an attractive site of over six acres with excellent classroom spaces. The grounds have had a major renewal, planned by Tread Lightly Permaculture. The school is working in partnership with the community to provide a learning environment that will be unique, produce masses of fresh food and provide students with engaging learning spaces. An Out of School Care Program operates five days per week (Before School and After School).

We also have Playgroup and Breakfast Club, operating out of the multipurpose room.

Caledonian Primary School has a current enrolment of over 240 students and has Tribes operating throughout the school. We are very much connected to the Brown Hill Community through The Brown Hill Partnership and the Brown Hill Community Newsletter.

In 2018 there are two Prep classes, three 1/2 classes, three 3/4 classes and three 5/6 classes. Art, Music, P.E and LOTE are taken by specialist teachers. All students participate in various sporting activities including swimming and inter school sports. Our school enriches its curriculum program with special assistance programs, camps, excursions, visiting performers, leadership programs-Tribal Council, buddies, instrumental music tuition, school concerts, Robotics, Reading Recovery, Developmental Play, Science, Media, Quicksmart, Multilit and Tribes -Terrific Teams days.

The school has a technology focus, with Chromebooks and iPads throughout the school.

All Grade 3 - 6 students have their own Chromebook to use at school, engaging with the Google Apps for Learning suite. Students are encouraged to bring their own iPads to use as a learning enrichment tool. This collaborative, program is exceptional in Ballarat.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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 commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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.

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

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.

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

Forest Street Primary School is situated in Wendouree and has a current enrolment of 300 students.

At Forest Street Primary School, it is expected that our students will learn to high levels.

Our school will provide opportunities for strong collaboration with a focus on learning, in a safe and supportive environment.

Our Vision stems from six critical questions, four positive learning behaviours and our school expectations. These critical questions, positive learning behaviours and expectations play an important role in developing a highly effective learning community to meet the learning needs of our students.

Our six critical questions are:

• What is it we want our students to know?
• How will we know if our students are learning?
• How will we respond when students do not learn?
• How will we enrich and extend the learning for students?
• How will we increase our instructional competence?

How will we co-ordinate our efforts as a school?

Forest Street Primary School follows a School Wide Positive Behaviour approach. We expect to see respectful and safe learners exhibiting our school expectations.

Our four positive learning behaviours being: Having a Go, Staying Determined, Working together and Being Organised. The school provides opportunities for students to develop as lifelong learners who effectively contribute to society and realise their potential in our changing world.

We value our diverse school community and are committed to learning for all. Our school implements initiatives to support our cohort of Koori students.

The Ballarat Deaf facility supports deaf and hearing-impaired students in all areas of the curriculum supported by specialist Teachers of the Deaf and communication aides.

Forest Street Primary School offers a comprehensive and differentiated curriculum with a strong focus on Literacy and Numeracy, supported by coaching.

Specialist areas provided are Art, Physical Education, Chinese and Music. The school offers a variety of intervention programs including QuickSmart Maths and Literacy, Extending Mathematical Understanding (EMU), Reading Recovery and Reading Intervention.

The school provides a range of varied programs and approaches to ensure a safe and happy learning environment and to assist students in their social and emotional development.

SC1 Demonstrated understanding of initiatives in student learning including 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 understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity 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 ability 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 commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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.

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

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.

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.
• 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