Ecolinc Education Officer

Location Profile

Ecolinc is one of six specialist STEM centres funded by the Department of Education (DE) situated on the site of Bacchus Marsh College. Ecolinc's area of specialism is the environment, conservation and sustainability.

Ecolinc develops and delivers a range of innovative P-12 curriculum programs that encompass new and emerging scientific thinking, state-of-the-art facilities and cutting-edge technologies designed to engage and inspire the next generation into STEM thinkers. Students engage in real-world STEM applications, field work opportunities and hands-on experiences that enable them to gain the skills necessary to respond to 21st century challenges.

Ecolinc¿s programs are delivered onsite, via outreach, online, video conferencing and through a variety of environmental fieldtrips. Ecolinc also provides a range of specialised student programs and teacher professional learning. Ecolinc is continuously reflecting on good practice and enhancing its range of programs to meet the diverse needs of students state-wide with a particular focus on access and equity.

Established in 2005, Ecolinc was one of the original three state-wide specialist science centres. Participation rates have grown considerably over the years with approximately 35,000 P-12 students from across Victoria participating in an Ecolinc program annually.

Ecolinc is a unique ESD (ecologically sustainable designed) educational facility for students and teachers, incorporating a range of technologies and resources to support innovation and excellence in sustainable environmental education. All of Ecolinc¿s programs are aligned to the Victorian Curriculum/VCE.

Ecolinc is located within walking distance (approximately 200m) to the Bacchus Marsh Railway Station (Ballarat / Melbourne line), thus providing easy access to the facility via public transport. Ecolinc has a wetland onsite, glasshouse and propagation facilities, a habitat garden and a range of specialised equipment that students use as part of their programs.

Selection Criteria

KSC 1. Demonstrated high level knowledge of STEM curriculum, particularly in the areas of environment and sustainability, as well as the capacity to evaluate learning and teaching programs in accordance with the Victorian Curriculum and VCE.

KSC 2. Demonstrated high level teaching skills and the capacity to work productively with colleagues to improve teaching and learning.

KSC 3. Demonstrated ability to use data to inform teaching practice and to evaluate the impact of learning and teaching programs.

KSC 4. Demonstrated high level interpersonal and communication skills, including experience in establishing and maintaining collaborative relationships with students, colleagues, and the broader community, to support student learning, agency, and engagement.

KSC 5. Demonstrated capacity to design, develop and implement innovative and engaging STEM content and programs for primary and secondary students.

Role

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.

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.

Responsibilities

At Ecolinc, our Education Officers collaborate and share expertise to implement high impact STEM programs. We are looking for an innovative thinker with excellent interpersonal and communication skills who thrives in an energetic, diverse and collaborative atmosphere. This role has a focus on developing and delivering programs for primary and secondary students and teachers.

Specific duties and responsibilities include and are not limited to:

As an Ecolinc Teaching Class Education Officer, you will contribute to the achievement of key performance indicators and strategic goals through:

• Collaborating on the design, development, implementation and evaluation of onsite face-to-face programs, outreach and virtual education programs for primary and secondary students
• Collaborating on the development of resources (including online and print media) that showcase innovations in STEM curriculum and STEM pathways
• Providing expertise in contemporary STEM knowledge and skills, with particular emphasis on the environment and sustainability
• Incorporating and utilising emerging STEM technologies and practices in Ecolinc programs
• Actively participating in the professional development opportunities to ensure continuous improvement of learning outcomes for Victorian students
• Developing strong and productive relationships with colleagues, students and the broader Ecolinc community
• Collaborating with community organisations and education experts to improve program provision

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.

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 marrung@education.vic.gov.au

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

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

VIT LANTITE

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.