Educational Leader - Early Learning (Ed Support Level 1-Range 4) Job posted: 11/04/2024 Job type: Full time / From 06/05/2024 - 10/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Other Reference: 1410604 Selection Criteria SC1 Demonstrated experience and ability as a teacher in an early learning setting; including, experience in planning, implementing and evaluating inclusive child-centred, play-based programs which support very young children¿s strengths and interests. SC2 Comprehensive knowledge of the theoretical perspectives that underpin practice in early childhood education, the national Early Years Learning Framework, the Victorian Early Years Learning and Development Framework and the ECA Code of Ethics. SC3 Demonstrated knowledge of leadership theory and capacity to implement a range of leadership styles. SC4 Excellent written and oral communications skills when working with children, families, staff and other professionals. SC5 Sound knowledge and understanding of the National Quality Framework, including the National Regulations and Standards and Child Protection Legislation and the Occupational Health and Safety Act. SC6 Demonstrated knowledge of trauma informed practice. Role This position calls for an additional Educational Leader to work alongside the current Director/Educational Leader at Doveton College Early Learning Centre. The role will be supported by the acquisition of mentoring and coaching from educational consultant Catharine Hydon. The additional educational leader will be jointly responsible for building the capacity of educators to create and implement developmentally appropriate educational programs which align with the national Early Years Learning Framework (EYLF), the Victorian Early Years Learning and Development Framework (VEYLDF) and the National Quality Standards (NQS). The Educational leader will: · Mentor and coach educators `in action¿ providing immediate and ongoing feedback for the equivalent of 3 days per week across the 3- and 4-year-old programs. · Provide planning relief for 1 day a week as the teacher across the 3- and 4-year-old programs. · Help guide the centres educators to develop their capacity to implement integrated teaching and learning approaches, including; child-directed play and learning, adult-led learning; and, guided play and learning. · Prompt educators to critically reflect on their work with children to promote ongoing quality improvement. · Guide educators to inspire a commitment to innovative program planning and provision. · Work alongside the ELC Director/Educational Leader to ensure that all educators are implementing a high-quality program that serves the needs and interests of all children. · Work alongside the ELC Director/Educational Leader to implement professional development opportunities that are responsive to educators¿ performance appraisals and professional development plans. Responsibilities To liaise closely with the ELC Director/Educational Leader to ensure that teachers and educators are implementing and evaluating the educational program provided for the children attending the ELC. To be on the floor 3 days per week to coach and mentor educators within 3 & 4 year old kindergarten programs. To be on the floor 1 day per week as a teacher to cover planning time for the teachers within the 3- and 4-year-old kindergarten programs. To develop positive, respectful and reciprocal relationships with children, parents, colleagues, and the community. To model exemplary teaching and learning practices at all times. To implement a program of professional learning within the ELC that includes coaching and mentoring `in action¿ to ensure best practice and quality improvement. To assist the ELC Director/Educational Leader in providing professional development programs that help build the knowledge, skills and professionalism of educators in line with National Quality Framework and the ECA Code of Ethics. To ensure that the planning and implementation of programs is consistent with the principles and practices of the Early Years Learning Framework and the Victorian Early Years Learning and Development Framework. Skills and experience A relevant tertiary qualification in Early Childhood Education is mandated for this position with significant experience in working with children 0 - 6 years old. Current VIT Registration Current First Aid Training (HLTAID012 or HLTAID004) Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment 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 ****** 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: 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: Please ensure that your application includes : A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. 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 Location Profile Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of ten settings to be developed in association with the Colman Foundation and DET. In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups. The Colman Foundation provided a financial contribution and continues to provide an annual financial contribution to allow for additional services to be provided which are over and above the normal funding regime for the College. The Foundation has a goal of changing the life opportunities of young people by supporting families and communities access education, health and wrap around services with the school at the centre of the services. Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high quality teaching and learning programs across the 0 ¿ 15 range with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities. Early Learning has been accredited as an ACECQA Centre of Excellence operating a long day setting, with a focus on learning through play in a structured, appealing indoor, outdoor learning environment. On any week, the College is a vibrant learning hub with 130 children in early learning, 620 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs. The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non- negotiable. All staff are expected to commit to driving this agenda by their professionalism and dedication to the Doveton College vision. The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to: the potential of each of our children and young people to learn, to achieve and do their best empowering all our children and young people to be creative, curious, to explore, and discover - to strive and to excel a rigorous and dynamic curricula to meet the needs and promote the growth of every child and young person a strong learning culture and team approach based on the values of respect and tolerance, high achievement and excellence, engagement, participation and leadership the belief that learning occurs in partnership with parents and the support of the community The Early Learning Centre has been accredited twice with an ACECQA Excellence rating. It comprises three learning environments; a 0-3 year old room, 3 year old kinder room and a 4 year old kinder room. Each room is staffed with high quality educators, and ratios well above the minimum level required under national laws. A qualified ELC teacher implements a high quality education program for every 3 and 4 year old child, that is based upon the National Early Years Learning Framework and the Victorian Early Years Learning and Development Framework. Each room runs an indoor/outdoor program taking advantage of the bright airy rooms and the extensive outdoor opportunities that are accessible all year round. The ELC is able to access programs in the College such as PMP (Perceptual Motor Program), Music and library. Administration services are provided to the ELC, enabling the educators to focus on the children in their care and the provision of high quality. 675 jobs are currently listed for Schools (Government) Job type: Full time / From 06/05/2024 - 10/01/2025 #J-18808-Ljbffr
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