Common use of Position; Responsibilities Clause in Contracts

Position; Responsibilities. In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist may include but are not limited to: demonstrating high-level expertise in teaching and learning practice modelling exemplary classroom practice including through teaching demonstration lessons working with the school leadership team to develop a shared view of highly effective teacher practice leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice providing evidence-based feedback to teaching staff to inform their effectiveness and development providing expert advice about the content, processes and strategies that will shape individual and school professional learning supervising and training one or more pre-service teachers, and mentoring and/or coaching teachers modelling exemplary use of student data to inform teaching approaches developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice. 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 their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties, including organisational duties, in addition to their timetabled teaching duties, planning, preparation, collaboration and assessment provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. In general, the duties required of a classroom teacher should be at least incidental to a teacher’s professional duties and responsibilities. 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 pre-service 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 pre-service 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. Nursing and Midwifery Board of Australia (or NMBA) includes its predecessor bodies.

Position; Responsibilities. In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist may include but are not limited to: − demonstrating high-level expertise in teaching and learning practice − modelling exemplary classroom practice including through teaching demonstration lessons − working with the school leadership team to develop a shared view of highly effective teacher practice − leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery − playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration − modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice − providing evidence-based feedback to teaching staff to inform their effectiveness and development − providing expert advice about the content, processes and strategies that will shape individual and school professional learning − supervising and training one or more pre-service teachers, and mentoring and/or coaching teachers − modelling exemplary use of student data to inform teaching approaches − developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities − modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice. 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 their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties, including organisational duties, in addition to their timetabled teaching duties, planning, preparation, collaboration preparation and assessment provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. In general, the duties required of a classroom teacher should be at least incidental to a teacher’s professional duties and responsibilities. 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 pre-service 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 pre-service 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. Nursing and Midwifery Board of Australia (or NMBA) includes its predecessor bodies.

Position; Responsibilities. In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist may include but are not limited to: demonstrating high-level expertise in teaching and learning practice modelling exemplary classroom practice including through teaching demonstration lessons working with the school leadership team to develop a shared view of highly effective teacher practice leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice providing evidence-based feedback to teaching staff to inform their effectiveness and development providing expert advice about the content, processes and strategies that will shape individual and school professional learning supervising and training one or more pre-service teachers, and mentoring and/or coaching teachers modelling exemplary use of student data to inform teaching approaches developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice. Classroom teacher 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 their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties, including organisational duties, duties in addition to their timetabled rostered teaching duties, planning, preparation, collaboration and assessment duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. In general, the duties required of a classroom teacher should be at least incidental to a teacher’s professional duties and responsibilities. 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 pre-service 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 pre-service 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. Nursing Education support class ▇▇▇▇▇ ▇ ▇▇▇▇▇ ▇ ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ routine tasks that are usually carried out under close supervision and Midwifery Board direction. Work that carries some degree of Australia independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available. Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed. Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area. An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or NMBA) includes its predecessor bodies.successor. Supervision of students cannot be required except where it is an integral part of the employee’s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher. Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver’s licence, first aid, safe food handling. Dimensions of Work

Position; Responsibilities. In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist may include but are not limited to: • demonstrating high-level expertise in teaching and learning practice • modelling exemplary classroom practice including through teaching demonstration lessons • working with the school leadership team to develop a shared view of highly effective teacher practice • leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery • playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration • modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice • providing evidence-based feedback to teaching staff to inform their effectiveness and development • providing expert advice about the content, processes and strategies that will shape individual and school professional learning • supervising and training one or more pre-service teachers, and mentoring and/or coaching teachers • modelling exemplary use of student data to inform teaching approaches • developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities • modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice. 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 their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties, including organisational duties, duties in addition to their timetabled rostered teaching duties, planning, preparation, collaboration and assessment duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher. In general, the duties required of a classroom teacher should be at least incidental to a teacher’s professional duties and responsibilities. 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 pre-service 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 pre-service 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. Nursing and Midwifery Board of Australia (or NMBA) includes its predecessor bodies.SCHEDULE 3‌