Gladstone Park is a single campus, co-educational Year 7 to 12 College of almost 1550 students that serves a large residential community in the North Western suburbs of Melbourne. We have a culturally diverse enrolment. 

The school operates using a Sub-School model with Junior School years 7 - 8; Middle School years 9 - 10 and Senior School years 11 - 12.  Currently more than 30 primary schools provide students for entry at Year 7. 

The school provides a core program in the Years 7-9.  The Year 10 blocks are aligned with the Victorian Certificate of Education (VCE) blocks.  Vocational Education and Training (VET) is also offered to students.  A considerable proportion of Year 10 students undertake a VCE subject or pursue additional pathway options within the conventional curriculum program. 

The school has a Select Entry Acceleration (SEAL) Program.  Our school is part of The Academy of Accredited SEAL Schools.

Gladstone Park offers a unique Language Immersion program using the CLIL (Content Learning in Language methodology), where students are taught Maths, History and Geography in Italian by CLIL trained teachers.

The school provides a significant extra-curricular and enrichment program including a large instrumental program and school bands; debating; drama and musical productions and a large House competition program. 

Facilities include:  a 300 seat Performing Arts Centre with a dance studio, dedicated VCE student study centre, community library, modern administration block, one full size and one three quarter size gym, an outdoor soccer/hockey court, outdoor table-tennis tables, separate year 7 area and extensive gardens.  

A Bring Your Own Device program is in place for Year 10 ¿ 12 students with a staged move toward a whole school program by 2024.  A large number of our classrooms are equipped with state-of-the-art computing equipment for student use.

The College has a warm and friendly atmosphere.  Gladstone Park is a traditional school with traditional values, the key value being respect.

1.       Demonstrated relevant experience/knowledge at supporting students with disabilities and additional needs to a high level, along with an excellent knowledge of the way students learn and the strategies that can be utilised to support them.

2.       Demonstrated relevant experience/knowledge in assisting teachers support diverse learners through the provision of advice, PD in relation to students with additional needs.

3.       Demonstrated capacity to work within and/or lead a large team, and work cooperatively and collaboratively with others (eg: teachers, education support, students and parents).

4.       Demonstrated proficiency in the use of office systems, software, or technical equipment as relevant to the position.

5.       Demonstrated high level organisational skills, including the capacity to prioritise workflows.

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.

·         To support the students in the Inclusion Program (in consultation with the relevant sections of the school community including parents, teachers, Sub School and Year Level Leaders, Student Support Services Team, and Inclusion team).

·         To actively promote inclusion of all students at the College, through capacity building of staff, direct and indirect support of students, and developing new inclusive education initiatives.

·         To support classroom teachers to develop appropriate resources and interventions for students with disabilities, with a focus on consultation, demonstration, communication, and planning. Including collaborating with sub-schools, teachers, and aides to deliver appropriate adjustments for students support students¿ readiness for life after school.

·         To assist classroom teachers with the collation of evidence to support parent meetings, SSG meetings, Care Team meetings or Disability Inclusion Profile meetings.

·         To assist with student funding applications under the Disability Inclusion Profile funding scheme.

·         To attend SSG and other student-based meetings as required.

·         To act as a source of advice for staff about differentiated teaching strategies ¿ including by demonstration, modelling, and peer observation in and out of classroom settings.

·         To assist with the coordination of student assessments, including the implementation of adjustments.

·         To promote and support the professional development of teachers and Education Support Staff (Learning Support Officers) in the understanding of specific student disabilities and interventions to enable better quality provision of relevant and meaningful curriculum.

·         To promote and support the professional development of Learning Support Officers to enable better quality interaction, response to and support of students educational and social needs.

·         To liaise and assist with the coordination of specialist services operating within the college for students with disabilities (e.g. Speech Pathology, Occupational Therapists, Visiting Teachers, Student Support Services Officers (SSSO) and external assessment, support services and stakeholders).

·         To assist with the coordination and maintaining of inclusion program records, including but not limited to, team meeting records, disability inclusion profiles, SSG records. Including the use of the school¿s electronic student management tool (Compass) for recording and retrieval of information relevant to the position as well as Microsoft TEAMS.

·         To assist with the creation of quality individual education plans (IEPs) that incorporate student voice in setting learning targets.

·         Facilitate small group and withdrawal programs involving students with additional needs.

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.

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 *******@education.vic.gov.au

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

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

• 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

• 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

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.