Common use of TEACHING AND LEARNING Clause in Contracts

TEACHING AND LEARNING. Demonstrate a comprehensive understanding of current educational issues • Be aware of the general content of courses being taught at the relevant year level • Encourage and xxxxxx individual striving for excellence • Ensure the development of homework and study skills of individual students with the assistance of the subject teachers, College Counsellors, Head of Future Pathways and Head of Vocational Studies. • Read and analyse student reports to obtain an awareness of student performance and provide a comprehensive evaluation for the relevant Deputy Principal, for consideration. • Maintain an overall view of academic progress of students at the Year Level through liaising with subject teachers, Heads of Learning Area and the Deputy Principals, as well as the Pastoral Care Leadership Team. • Maintain an overview of the use of Student Diaries and Study Planners. • Identify students ‘at risk’ and negotiate possible programs to assist their progress with the relevant teachers through the Deputy Principal. • Liaise with Heads of Learning Areas with regards to specific student matters that limit learning. • Assist in the implementation of Subject Selection procedures • Assist in the process for the granting and presentation of Academic Awards. • Coordinate year level team meetings for subject teachers, as required. PASTORAL CARE • Develop and implement appropriate pastoral care programs to meet the particular needs of the age group in conjunction with the relevant Pastoral Care teachers. • Ensure staff implement the necessary Pastoral Care Policies and Procedures • Liaise with the Director Campus Ministry in serving the faith development and spiritual welfare of students, and to provide the necessary age-specific service-learning programs. • Assist in the development of each Pastoral Care teacher, ensuring the time devoted to Pastoral Care is used appropriately and effectively. • Develop with the Pastoral Care teachers a belief in the importance of their role as the first point of contact for all matters to do with a student’s welfare, and a commitment to assist students to achieve success in meeting the expectations of the College. • Closely monitor individual student attendance and punctuality in cooperation with the Pastoral Care teachers and the relevant Deputy Principal. • Maintain standards in the College, including grooming and uniform, casual dress, punctuality, travel, absences from school, attendance at class, and honesty. • Ensure that individual students receive counselling appropriate to their needs, using the various school based services available: College Counsellor, Careers Counsellor, Aboriginal Liaison Officer, Defence Transition Mentor. • Be aware of any health problems or other issues that may influence a student’s behaviour and when appropriate, advise staff members of such problems. • Encourage the development of student leadership in the year level so as to empower students to be involved in decision-making processes. This would include meeting regularly with Student Councillors in order to address year level concerns, and to promote student contribution to the College ethos and its goals. • Oversee the consistent and fair discipline of students. • Oversee the behaviour of students and take appropriate action on behaviour not in keeping with the Managing Student Behaviour Policy. • Ensure the necessary documentation regarding behavioural or pastoral issues has been submitted, as required by the College Policies. • Refer more serious or recurring behavioural matters to the Deputy Principal, providing the necessary background information and support. • Assist the House Coordinators and the Director Campus Ministry in the development of immersion experiences directly related to the charism of House Patrons. • Liaise with the relevant House Coordinator in ensuring they are fulfilling their duties, and provide quality feedback as part of their continued development. ADMINISTRATION • With regard to the welfare issues influencing individual students, ensure meticulous records are kept by all concerned. • Maintain effective communication with parents and appropriate colleagues. • Effectively distribute printed and online material pertaining to the efficient management of year level and administration matters. • Collect and distribute all relevant material to the year level, when required. • Assist in the planning and coordination of activities on ‘Xxxxx Day’, and other whole school events. • Conduct a review of each major year level activity after it has taken place, providing feedback and an evaluation of the program or event with the staff involved, for the consideration of the College Senior Leadership Team. • Be responsible for, and organise assemblies, liturgies, camps, retreats, social activities and parent information evenings, as prescribed on the College calendar, and relevant to the year level. • Liaise with teachers organising co-curricular activities within the year group and ensure College policies, including the Camps and Excursions Policy, are followed. • Actively participate in the Pastoral Care Leadership Team, where appropriate. • Work collaboratively with other Heads of Year to ensure a smooth transition for students from one year group to another.

TEACHING AND LEARNING. Demonstrate a comprehensive understanding of current educational issues • Be aware In keeping with the Objects of the general content of courses being taught at the relevant year level • Encourage and xxxxxx individual striving University, Notre Dame strives for excellence • Ensure in all things `learning and teaching'. The University's Learning and Teaching Strategic Plan (2019 -2021) affirms and develops the four strategic goals of the University's Strategic Plan 2018-2021, with a specific focus on 'Strategic Goal 2: Pursuing excellence in academic endeavours' and supports the University's commitment to meeting the requirements of the Higher Education Standards Framework (2015). The three areas of focus in the Learning and Teaching Plan (2019-2021) are: Excellence in Learning Excellence in Teaching Excellence in Curriculum and Programs Additional key strategies to ensure quality in teaching and learning over the term of this compact include: Formation of an Academic Standards and Policy Committee to provide advice and recommendations on: the quality of, and current standards in, teaching, scholarship and research; emerging risks and actions relating to academic quality and standards; effectiveness and adequacy of the academic policy framework; and effectiveness of academic quality governance and management processes. Investigating student needs and requirements for learning spaces with the aim of making improvements which support and further enhance the learning experience. Fine-tuning program and course approval processes to ensure that the profile and curriculum are cognisant with employment focus areas and professions of the future. Continued emphasis on the student experience through enhancement of work integrated learning, internships and networking opportunities across Notre Dame's programs to xxxxxx curricula that support authentic learning and positive employability outcomes. Utilisation of the University Department of Rural Health collaboration hosted on the Xxxxxx Campus (Majarlin Xxxxxxxxx Centre for Remote Health and Rural Medical programs) to promote rural areas as desired employment locations. Improving the use of analytics, outcomes of cyclical review, interim monitoring and professional accreditation to underpin curriculum reform and pedagogy. Continuing to build a strong culture of safety and respect within the University community and learning environments through the bolstering of student health and wellbeing policies, procedures and services. xxxxx://xxx.xxxxxxxxx.xxx.xxxxxxxxxxxxxxxxx -and-teaching-at-notre-dame The University of Notre Dame Australia - Learning and Teaching Office Strategic Plan 2018 - 2020 UNIVERSITY ADMISSIONS TRANSPARENCY The University is committed to an admissions process that is underpinned by respect for the dignity of the individual and pastoral care and support for all. Whilst ATAR is the predominant method of determining offers in public universities, Notre Dame takes a more holistic view, focusing on: Each applicant as an individual; A broad-based assessment of suitability, including academic and non-academic achievements, and the applicant's strengths, attributes and experience; and An applicant's capacity to complete their preferred program and to become a contributing member of the Notre Dame community. The University has eligibility requirements to be considered for admission to all Programs. These specify the minimum thresholds required and are published on the University's website and other relevant publications. Minimum requirements include: English language proficiency; Minimum academic requirements for the program; Other Program-specific requirements; and Non-academic requirements. Academic achievement for entry to undergraduate programs is assessed using any of the following measures depending on the requirements of the specific Program: Higher Education qualifications or study; Australian Tertiary Admissions Rank (ATAR) or equivalent; Final Year 11. or mid-Year 12 school results or equivalent; An Indicative ATAR calculated from school mid-year Year 12 results International Baccalaureate; International qualifications; Special Tertiary Admissions Test (STAT); Completion of a VET or a non-award qualification; and Relevant professional and work experience. Applicants to postgraduate degrees are also required to demonstrate prior learning and industry experience relevant to the program, and applicants to a postgraduate degree by research are also required to: Undertake initial research into the proposed research area; Submit an initial research proposal; and Identify potential academic supervisors. Notre Dame has ensured transparency of its admissions processes and information for prospective students by: Publishing admissions criteria relevant to students annually on the University website and in hard copy guides; Ensuring all new required definitions and terminology have been incorporated into the website and guides; Publishing basis of admission data for the previous intake of students (Semester 1) annually on the University website and in the specified templates; Publishing ATAR data (min, median and max) annually where it was used as the basis of admission decision for more than 5 students in the program on the University website; and Publishing data annually on the National Platform (Course Seeker website). What evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies? The majority of students enter the University without reference to their ATAR (0% enter on the basis of ATAR alone and 8.7% enter on the basis of ATAR + other criteria). Reporting is undertaken annually in all Schools, managed by the University's Quality Management Office (QMO), and reported to the Executive and Academic Council. It includes student completion, retention and success rates, and includes data at a School and program level. This provides a formal and systematic approach to: Enhancing responsiveness to issues of academic quality and student experience; and Ongoing course relevance and viability. Notre Dame monitors its progress in XXXXX and QILT data, which allows benchmarking against the sector. The University has also evaluated the entire admissions process in parallel to the work being undertaken by the Higher Education Admissions Transparency Implementation Working Group, to ensure that it is responsive to the needs of Schools and students, is appropriate to drive the ambitions and principles espoused within the Policy — Admissions and for ensuring that requirements for admission are likely to enable student success. xxxxx://xxx.xxxxxxxxx.xxx.xx/xxxxx/xxxxx-xxxx/xxxxxxx-xxxxxxx-xxxx-xxxxxx xxxxx://xxx.xxxxxxxxx.xxx.xx/ data/assets/pdf file/0027/59634/Policy- admissions.pdf xxxxx://xxx.xxxxxxxxx.xxx.xx/ data/assets/pdf file/0026/59633/Procedure-Admission-to- Higher-Ed-VET-and-Enabling-Programs.pdf UNIVERSITY RETENTION STRATEGIES The University is distinct in its provision of pastoral care to all students and its commitment to providing an environment that is conducive to the development of homework the whole human person. The Notre Dame Student Success and study skills Retention Strategy provides a framework to positively influence retention, completion and success for all students across our three campuses by: Ensuring we attract and enrol students who will thrive at the University; Welcoming students into the University community, celebrating diversity and promoting inclusion; Creating a community of individual care and support through the provision of high quality, coordinated and accessible support services; Engaging students with vibrant learning environments that inspire academic excellence, innovation and creativity; Ensuring retention strategies are informed by data; and Supporting students in their transition to work or further study. During the assistance period of this Compact, the University will be focusing on: Implementation of the subject teacherscomprehensive and well-coordinated institutional approach to supporting first year students, College Counsellors, Head known as the 'First Year Experience (FYE) framework. Reviewing and benchmarking the Entry Interview for all students. Providing opportunities for students who have withdrawn or ceased participation in their studies to re-engage. Ensuring that all areas of Future Pathways and Head of Vocational Studies. • Read and analyse student reports the University have access to obtain an awareness of student performance and provide a comprehensive evaluation data analysis for the relevant Deputy Principaldevelopment and adoption of evidence based strategies to meet agreed retention benchmarks. RESEARCH AND RESEARCH TRAINING AND INNOVATION Throughout the period of this Compact, for considerationthe University will be focused on undertaking excellent, high-impact scholarship and research that is aligned to the University's Objects and mission and will make a positive contribution to local, national and international communities. • Maintain an overall view Specific means of academic progress of students at the Year Level through liaising with subject teachers, Heads of Learning Area and the Deputy Principals, as well as the Pastoral Care Leadership Team. • Maintain an overview of the use of Student Diaries and Study Planners. • Identify students ‘at risk’ and negotiate possible programs to assist their progress with the relevant teachers through the Deputy Principal. • Liaise with Heads of Learning Areas with regards to specific student matters that limit learning. • Assist achieving this are detailed in the implementation of Subject Selection procedures • Assist University's Research Strategic Plan (2018 — 2021). The key strategic focus areas are: Building research capacity and capability; Continued improvement in research quality, and Strengthening Research Engagement and Impact. Specific measures and progress indicators are detailed in the process for Research Strategic Plan at this link: xxxxx://xxx.xxxxxxxxx.xxx_xx/research/research-at-notre-dame/about-us Key amongst the granting and presentation institutional strategies includes: Appointment of Academic Awards. • Coordinate year level team meetings for subject teachers, as required. PASTORAL CARE • Develop and implement appropriate pastoral care programs world class researchers in target broad research areas to meet enhance the particular needs achievement of the age group "At World Standard" or better in conjunction with the relevant Pastoral Care teachers. • Ensure staff implement the necessary Pastoral Care Policies and Procedures • Liaise with the Director Campus Ministry in serving the faith development and spiritual welfare of students, and to provide the necessary age-specific service-learning programs. • Assist in the development of each Pastoral Care teacher, ensuring the time devoted to Pastoral Care is used appropriately and effectively. • Develop with the Pastoral Care teachers a belief in the importance of their role as the first point of contact for all matters to do with a student’s welfare, and a commitment to assist students to achieve success in meeting the expectations of the College. • Closely monitor individual student attendance and punctuality in cooperation with the Pastoral Care teachers and the relevant Deputy Principal. • Maintain standards in the College, including grooming and uniform, casual dress, punctuality, travel, absences from school, attendance at class, and honesty. • Ensure that individual students receive counselling appropriate to their needs, using the various school based services available: College Counsellor, Careers Counsellor, Aboriginal Liaison Officer, Defence Transition Mentor. • Be aware of any health problems or other issues that may influence a student’s behaviour and when appropriate, advise staff members of such problems. • Encourage the development of student leadership in the year level so as to empower students to be involved in decision-making processes. This would include meeting regularly with Student Councillors in order to address year level concerns, and to promote student contribution to the College ethos and its goals. • Oversee the consistent and fair discipline of students. • Oversee the behaviour of students and take appropriate action on behaviour not in keeping with the Managing Student Behaviour Policy. • Ensure the necessary documentation regarding behavioural or pastoral issues has been submitted, as required least these areas by the College Policies. • Refer more serious or recurring behavioural matters to the Deputy Principal, providing the necessary background information and support. • Assist the House Coordinators and the Director Campus Ministry next Excellence in the development of immersion experiences directly related to the charism of House Patrons. • Liaise with the relevant House Coordinator in ensuring they are fulfilling their duties, and provide quality feedback as part of their continued development. ADMINISTRATION • With regard to the welfare issues influencing individual students, ensure meticulous records are kept by all concerned. • Maintain effective communication with parents and appropriate colleagues. • Effectively distribute printed and online material pertaining to the efficient management of year level and administration matters. • Collect and distribute all relevant material to the year level, when required. • Assist in the planning and coordination of activities on ‘Xxxxx Day’, and other whole school events. • Conduct a review of each major year level activity after it has taken place, providing feedback and an evaluation of the program or event with the staff involved, Research for the consideration of the College Senior Leadership Team. • Be responsible for, and organise assemblies, liturgies, camps, retreats, social activities and parent information evenings, as prescribed on the College calendar, and relevant to the year level. • Liaise with teachers organising co-curricular activities within the year group and ensure College policies, including the Camps and Excursions Policy, are followed. • Actively participate in the Pastoral Care Leadership Team, where appropriate. • Work collaboratively with other Heads of Year to ensure a smooth transition for students from one year group to another.Australia (ERA) Assessment (2023); and

TEACHING AND LEARNING. Demonstrate Teaching and learning (face-to-face, online, blended, and condensed) and related activities include but are not limited to:  Preparation of teaching materials and teaching-related administration duties  Course coordination responsibilities, including supervision of teaching staff  Development of new curriculum material, teaching materials and learning resources  Delivery of lectures, tutorials, seminars, workshops, etc.  Marking student assignments and examinations  Checking for plagiarism and moderation activities  Quality assurance  Student supervision other than RHD student supervision (e.g. work-integrated learning; fieldwork/placement supervision; end-on honours projects)  Involvement in discipline/program reviews and accreditation activities  Program convening responsibilities  Development of flexible modes of delivery  Proficient use of technology-enabled learning approaches  Student consultation (face-to-face and online) and student support activities  Scholarly reading and professional development activities to maintain currency of teaching and the application of research-integrated and work-integrated learning approaches  Contribution to the benchmarking of learning outcomes through internal and external calibration and moderation processes  Preparation of teaching related grants and scholarship  Offshore teaching  Evaluation of teaching, curricula and student outcomes  Travel associated with teaching (e.g. inter-campus travel from the home campus) SERVICE AND ENGAGEMENT Service and engagement related activities include but are not limited to:  Leadership of an academic unit or discipline  Leadership in a comprehensive understanding specific field of current educational issues • Be aware governance  Service in the conduct of research within and/or external to the general content of University including giving feedback on and assessing grant applications and examining theses  Undertaking courses being taught at the relevant year level • Encourage and xxxxxx individual striving for excellence • Ensure the development of homework and study skills of individual students with the assistance of the subject teachers, College Counsellors, Head of Future Pathways and Head of Vocational Studies. • Read and analyse student reports to obtain an awareness or maintain appropriate professional currency and qualifications  Service to the discipline/industry/profession – for example by reviewing academic publications, convening academic conferences  Service in community engagement – by way of student performance and provide a comprehensive evaluation for the relevant Deputy Principal, for consideration. • Maintain an overall view of academic progress of students at the Year Level through liaising with subject teachers, Heads of Learning Area and the Deputy Principals, as well as the Pastoral Care Leadership Team. • Maintain an overview of the use of Student Diaries and Study Planners. • Identify students ‘at risk’ and negotiate possible programs to assist their progress with the relevant teachers through the Deputy Principal. • Liaise with Heads of Learning Areas with regards to specific student matters that limit learning. • Assist involvement in the implementation education or governance of Subject Selection procedures • Assist in the process for the granting and presentation of Academic Awards. • Coordinate year level team meetings for subject teachers, as required. PASTORAL CARE • Develop and implement appropriate pastoral care programs to meet the particular needs of the age group in conjunction with the relevant Pastoral Care teachers. • Ensure staff implement the necessary Pastoral Care Policies and Procedures • Liaise with the Director Campus Ministry in serving the faith development and spiritual welfare of students, and to provide the necessary age-specific service-learning programs. • Assist in the development of each Pastoral Care teacher, ensuring the time devoted to Pastoral Care is used appropriately and effectively. • Develop with the Pastoral Care teachers a belief in the importance of their role as the first point of contact for all matters to do with a student’s welfare, and a commitment to assist students to achieve success in meeting the expectations of the College. • Closely monitor individual student attendance and punctuality in cooperation with the Pastoral Care teachers and the relevant Deputy Principal. • Maintain standards in the College, including grooming and uniform, casual dress, punctuality, travel, absences from school, attendance at class, and honesty. • Ensure that individual students receive counselling appropriate to their needs, using the various school based services available: College Counsellor, Careers Counsellor, Aboriginal Liaison Officer, Defence Transition Mentor. • Be aware of any health problems community organisations or other issues that may influence a student’s behaviour and when appropriate, advise staff members of such problems. • Encourage the development of student leadership in the year level so as to empower students to be involved in decision-making processes. This would include meeting regularly with Student Councillors in order to address year level concerns, and to promote student contribution to the College ethos and its goals. • Oversee the consistent and fair discipline of students. • Oversee the behaviour of students and take appropriate action on behaviour not in keeping with the Managing Student Behaviour Policy. • Ensure the necessary documentation regarding behavioural or pastoral issues has been submitted, as required by the College Policies. • Refer more serious or recurring behavioural matters to the Deputy Principal, providing the necessary background information and support. • Assist the House Coordinators and the Director Campus Ministry in the development of immersion experiences directly related to the charism of House Patrons. • Liaise with the relevant House Coordinator in ensuring they are fulfilling their duties, and provide quality feedback as part of their continued development. ADMINISTRATION • With regard to the welfare issues influencing individual students, ensure meticulous records are kept by all concerned. • Maintain effective communication with parents and appropriate colleagues. • Effectively distribute printed and online material pertaining to the efficient management of year level and administration matters. • Collect and distribute all relevant material to the year level, when required. • Assist in the planning and coordination of activities on ‘Xxxxx Day’, and other whole school events. • Conduct a review of each major year level activity after it has taken place, providing feedback and an evaluation of the program or event with the staff involved, for the consideration of the College Senior Leadership Team. • Be responsible for, and organise assemblies, liturgies, camps, retreats, social activities and parent information evenings, as prescribed on the College calendar, and corporations relevant to the discipline or practitioner societies  Service to the teaching function, such as participating in teaching seminars, undertaking peer reviews of teaching, being on School teaching and learning committees etc.  Service to supporting the student experience, such as first year level. • Liaise with teachers organising co-curricular advising, student advising, coordinating Work Integrated Learning (WIL), coordinating student mentoring programs  Service in administration – via involvement in University committees and governance structures at all levels (School/Faculty/University)  Participation in student recruitment activities within the year group  Service in supervision of other staff  Involvement in mentoring of other staff  Attendance at University, Faculty and ensure College policies, including the Camps School events  Participation in service and Excursions Policy, are followed. • Actively participate in the Pastoral Care Leadership Team, where appropriate. • Work collaboratively with other Heads of Year engagement activities relevant to ensure a smooth transition for students from one year group to another.discipline/profession expertise (e.g. media commentary)

TEACHING AND LEARNING. Demonstrate In this section the University should refer to:  its objectives and/or priorities for teaching and learning  its strategies to ensure quality in teaching and learning Through the LIVE the future strategic agenda, Deakin offers committed and capable students a comprehensive understanding of current educational issues • Be aware brilliant education where they are and where they want to go to fulfil their personal and professional futures, and particularly for the jobs and skills of the general content future. The experience includes rich human interaction and streamlined processes at all our campuses, including the Cloud Campus, throughout the student journey from prospective student enquiries, to enrolled students engaged in learning, to successful graduates. Deakin's Student Learning and Experience Plan 2016−2020 aligns with the Learning and Experience offers in LIVE the future and sets out the strategies and priorities for achieving these objectives. Deakin ensures quality in teaching and learning by:  effective and regular review of units (subjects) and teaching following each instance of delivery which acts on students’ feedback, retention and success rates  ensuring professional development for all teaching staff, including sessional staff  aligning all courses with Deakin’s Graduate Learning Outcomes and Curriculum Framework  reviewing all courses annually and in-depth every five years  annual review of the course policy suite. UNIVERSITY ADMISSIONS TRANSPARENCY  how the University selects students for offers without an ATAR score, as part of its admissions process  what evaluation strategies are in place for ensuring that students admitted without an ATAR are likely to succeed in their studies. Deakin’s Academic Board determines the minimum eligibility criteria for the admission of students into courses, which may include completion of formal academic qualification/s, or other evidence of equivalent learning or capability that applicants may demonstrate by any of the following:  documented work or life experience  an aptitude test  an audition or interview  portfolio  references or a personal statement  Deakin Professional Practice credential. For those applying on the basis of post-secondary study, work or life experience, Deakin considers each individual’s ability to meet the educational demands of the course, likelihood of success and any relevant adjustment factors (approved by the Academic Board). Policies and processes managing admissions are reviewed annually and supported by cohort analysis of success. Admissions standards meet the requirements for relevant professional accreditation. UNIVERSITY RETENTION STRATEGIES  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. The Deakin Success and Retention Strategy sets out priorities and principles for ongoing action to improve student success and optimise retention. The Success and Retention Strategy consolidates relevant work delivered through Deakin’s Student Learning and Experience Plan and guides iterations of the Plan, which is refreshed annually. Importantly, the Student Learning and Experience Plan considers both academic and service provision to cover the entire student journey for all students. The University identifies and monitors students at risk of failure and attrition to target relevant support. The Student Learning and Experience Plan sets clear and aspirational benchmarks for student success and retention, which align to nationally recognised measures. The University is developing interim indicators and cohort-specific benchmarks to tightly focus interventions and is drawing on recent projects exploring trial interventions to improve course-level retention and educational research into avoidable failure. These research projects are being taught at led by Deakin’s Centre for Research in Assessment and Digital Learning. The Student Learning and Experience Plan and the relevant year level • Encourage Success and xxxxxx Retention Strategy are reviewed annually with deep consultation across the University. Students withdrawing from their studies are invited to provide reason/s and these data, where available, contribute to the Success and Retention Strategy. xxxxx://xxx.xxxxxx.xxx.xx/xxxxx-xxxxxx/xxxxxxxx-xxx-xxxxxxxx RESEARCH AND RESEARCH TRAINING AND INNOVATION In this section the University should refer to or provide information on:  strategies to ensure excellence in research and the strengthening of research capability  strategies for the provision of high quality research training, including measures to encourage PhD industry placements. This information should identify the expected number of industry placements.  strategies to encourage research translation and commercialisation, including collaboration and engagement with industry and other end users, and the measures of success that the university monitors in this area  strategies to promote open access to research publications and data. Deakin Research is progressing a dedicated research strategy development project to build our excellence in research and to strengthen our research capability. This project encompasses:  a global rankings strategy, which includes education and communication across the University in relation to global rankings and their inputs (including ARWU) focussing on world class excellence and international collaboration  an academic performance strategy, focussing on individual striving for and unit benchmarked research and research training performance in the context of educational workload and quality, in terms of excellence • Ensure and effectiveness  a review of our current and emerging research strengths against national and regional priorities. The outcomes of the project will inform the establishment of clear, globally benchmarked performance expectations and strategic workforce allocations. It will also enable the development of homework our retention and study skills recruitment plans for high performing researchers and our investment priorities for fields of individual students with the assistance of the subject teachersresearch and people and infrastructure platforms to build excellence and capability. Deakin has committed to additional post-doctoral research fellowships for high quality candidates in priority areas. These will includes regional and industry partnerships in advanced manufacturing, College Counsellorscyber security, Head of Future Pathways sustainable energy and Head of Vocational Studieswater security, food security and traceability, health care and systems transformation. • Read and analyse student reports to obtain an awareness of student performance and provide a comprehensive evaluation for the relevant Deputy PrincipalIn 2019 Deakin has invested in two new research institutes, for consideration. • Maintain an overall view of academic progress of students at the Year Level through liaising with subject teachers, Heads of Learning Area one on applied artificial intelligence (A2I2) and the Deputy Principals, as well as the Pastoral Care Leadership Teamother in innovation in mental health care and related chronic disease (iMPACT). • Maintain an overview of the use of Student Diaries Expanded strategic investment has also been provided for major transformative research and Study Planners. • Identify students ‘at risk’ and negotiate possible programs to assist their progress with the relevant teachers through the Deputy Principal. • Liaise with Heads of Learning Areas with regards to specific student matters that limit learning. • Assist innovation infrastructure platforms including:  AI enabled digital phenotyping platforms  major high performance computing infrastructure  MELD – next generation three dimensional printing for composites (only second in the implementation of Subject Selection procedures • Assist in the process for the granting world)  Lifecourse cohort population and presentation of Academic Awards. • Coordinate year level team meetings for subject teachers, as required. PASTORAL CARE • Develop genomics platform  big data science and implement appropriate pastoral care programs to meet the particular needs of the age group in conjunction with the relevant Pastoral Care teachers. • Ensure staff implement the necessary Pastoral Care Policies analytics platform  marine science genomics and Procedures • Liaise with the Director Campus Ministry in serving the faith development and spiritual welfare of students, and to provide the necessary age-specific service-learning programs. • Assist in the development of each Pastoral Care teacher, ensuring the time devoted to Pastoral Care is used appropriately and effectively. • Develop with the Pastoral Care teachers a belief in the importance of their role as the first point of contact for all matters to do with a student’s welfare, and a commitment to assist students to achieve success in meeting the expectations of the College. • Closely monitor individual student attendance and punctuality in cooperation with the Pastoral Care teachers and the relevant Deputy Principal. • Maintain standards in the College, including grooming and uniform, casual dress, punctuality, travel, absences from school, attendance at class, and honesty. • Ensure that individual students receive counselling appropriate to their needs, using the various school based services available: College Counsellor, Careers Counsellor, Aboriginal Liaison Officer, Defence Transition Mentor. • Be aware of any health problems or other issues that may influence a student’s behaviour and when appropriate, advise staff members of such problems. • Encourage the development of student leadership in the year level so as to empower students to be involved in decision-making processes. This would include meeting regularly with Student Councillors in order to address year level concerns, and to promote student contribution to the College ethos and its goals. • Oversee the consistent and fair discipline of students. • Oversee the behaviour of students and take appropriate action on behaviour not in keeping with the Managing Student Behaviour Policy. • Ensure the necessary documentation regarding behavioural or pastoral issues has been submitted, as required by the College Policies. • Refer more serious or recurring behavioural matters to the Deputy Principal, providing the necessary background information and support. • Assist the House Coordinators and the Director Campus Ministry in the development of immersion experiences directly related to the charism of House Patrons. • Liaise with the relevant House Coordinator in ensuring they are fulfilling their duties, and provide quality feedback as part of their continued development. ADMINISTRATION • With regard to the welfare issues influencing individual students, ensure meticulous records are kept by all concerned. • Maintain effective communication with parents and appropriate colleagues. • Effectively distribute printed and online material pertaining to the efficient management of year level and administration matters. • Collect and distribute all relevant material to the year level, when required. • Assist in the planning and coordination of activities on ‘Xxxxx Day’, and other whole school events. • Conduct a review of each major year level activity after it has taken place, providing feedback and an evaluation of the program or event with the staff involved, for the consideration of the College Senior Leadership Team. • Be responsible for, and organise assemblies, liturgies, camps, retreats, social activities and parent information evenings, as prescribed on the College calendar, and relevant to the year level. • Liaise with teachers organising co-curricular activities within the year group and ensure College policies, including the Camps and Excursions Policy, are followed. • Actively participate in the Pastoral Care Leadership Team, where appropriate. • Work collaboratively with other Heads of Year to ensure a smooth transition for students from one year group to anotheraquaculture facilities.

TEACHING AND LEARNING. Demonstrate a comprehensive understanding Teaching and learning (face-to-face, online, blended, and condensed) and related activities include but are not limited to: • Preparation of current educational issues teaching materials and teaching-related administration duties • Be aware Course coordination responsibilities, including supervision of the general content teaching staff • Development of courses being taught at the relevant year level new curriculum material, teaching materials and learning resources • Encourage and xxxxxx individual striving for excellence • Ensure the development Delivery of homework and study skills of individual students with the assistance of the subject teacherslectures, College Counsellorstutorials, Head of Future Pathways and Head of Vocational Studiesseminars, workshops, etc. • Read Marking student assignments and analyse examinations • Checking for plagiarism and moderation activities • Quality assurance • Student supervision other than RHD student reports supervision (e.g. work-integrated learning; fieldwork/placement supervision; end-on honours projects) • Involvement in discipline/program reviews and accreditation activities • Program convening responsibilities • Development of flexible modes of delivery • Proficient use of technology-enabled learning approaches • Student consultation (face-to-face and online) and student support activities • Scholarly reading and professional development activities to maintain currency of teaching and the application of research-integrated and work-integrated learning approaches • Contribution to the benchmarking of learning outcomes through internal and external calibration and moderation processes • Preparation of teaching related grants and scholarship • Offshore teaching • Evaluation of teaching, curricula and student outcomes • Travel associated with teaching (e.g. inter-campus travel from the home campus) SERVICE AND ENGAGEMENT Service and engagement related activities include but are not limited to: • Leadership of an academic unit or discipline • Leadership in a specific field of governance • Service in the conduct of research within and/or external to the University including giving feedback on and assessing grant applications and examining theses • Undertaking courses to obtain an awareness or maintain appropriate professional currency and qualifications • Service to the discipline/industry/profession – for example by reviewing academic publications, convening academic conferences • Service in community engagement – by way of student performance and provide a comprehensive evaluation for the relevant Deputy Principal, for consideration. • Maintain an overall view of academic progress of students at the Year Level through liaising with subject teachers, Heads of Learning Area and the Deputy Principals, as well as the Pastoral Care Leadership Team. • Maintain an overview of the use of Student Diaries and Study Planners. • Identify students ‘at risk’ and negotiate possible programs to assist their progress with the relevant teachers through the Deputy Principal. • Liaise with Heads of Learning Areas with regards to specific student matters that limit learning. • Assist involvement in the implementation education or governance of Subject Selection procedures • Assist in the process for the granting and presentation of Academic Awards. • Coordinate year level team meetings for subject teachers, as required. PASTORAL CARE • Develop and implement appropriate pastoral care programs to meet the particular needs of the age group in conjunction with the relevant Pastoral Care teachers. • Ensure staff implement the necessary Pastoral Care Policies and Procedures • Liaise with the Director Campus Ministry in serving the faith development and spiritual welfare of students, and to provide the necessary age-specific service-learning programs. • Assist in the development of each Pastoral Care teacher, ensuring the time devoted to Pastoral Care is used appropriately and effectively. • Develop with the Pastoral Care teachers a belief in the importance of their role as the first point of contact for all matters to do with a student’s welfare, and a commitment to assist students to achieve success in meeting the expectations of the College. • Closely monitor individual student attendance and punctuality in cooperation with the Pastoral Care teachers and the relevant Deputy Principal. • Maintain standards in the College, including grooming and uniform, casual dress, punctuality, travel, absences from school, attendance at class, and honesty. • Ensure that individual students receive counselling appropriate to their needs, using the various school based services available: College Counsellor, Careers Counsellor, Aboriginal Liaison Officer, Defence Transition Mentor. • Be aware of any health problems community organisations or other issues that may influence a student’s behaviour and when appropriate, advise staff members of such problems. • Encourage the development of student leadership in the year level so as to empower students to be involved in decision-making processes. This would include meeting regularly with Student Councillors in order to address year level concerns, and to promote student contribution to the College ethos and its goals. • Oversee the consistent and fair discipline of students. • Oversee the behaviour of students and take appropriate action on behaviour not in keeping with the Managing Student Behaviour Policy. • Ensure the necessary documentation regarding behavioural or pastoral issues has been submitted, as required by the College Policies. • Refer more serious or recurring behavioural matters to the Deputy Principal, providing the necessary background information and support. • Assist the House Coordinators and the Director Campus Ministry in the development of immersion experiences directly related to the charism of House Patrons. • Liaise with the relevant House Coordinator in ensuring they are fulfilling their duties, and provide quality feedback as part of their continued development. ADMINISTRATION • With regard to the welfare issues influencing individual students, ensure meticulous records are kept by all concerned. • Maintain effective communication with parents and appropriate colleagues. • Effectively distribute printed and online material pertaining to the efficient management of year level and administration matters. • Collect and distribute all relevant material to the year level, when required. • Assist in the planning and coordination of activities on ‘Xxxxx Day’, and other whole school events. • Conduct a review of each major year level activity after it has taken place, providing feedback and an evaluation of the program or event with the staff involved, for the consideration of the College Senior Leadership Team. • Be responsible for, and organise assemblies, liturgies, camps, retreats, social activities and parent information evenings, as prescribed on the College calendar, and corporations relevant to the year leveldiscipline or practitioner societies • Service to the teaching function, such as participating in teaching seminars, undertaking peer reviews of teaching, being on School teaching and learning committees etc. • Liaise with teachers organising co-curricular Service to supporting the student experience, such as first year advising, student advising, coordinating Work Integrated Learning (WIL), coordinating student mentoring programs • Service in administration – via involvement in University committees and governance structures at all levels (School/Faculty/University) • Participation in student recruitment activities within the year group • Service in supervision of other staff • Involvement in mentoring of other staff • Attendance at University, Faculty and ensure College policies, including the Camps School events • Participation in service and Excursions Policy, are followed. • Actively participate in the Pastoral Care Leadership Team, where appropriate. • Work collaboratively with other Heads of Year engagement activities relevant to ensure a smooth transition for students from one year group to another.discipline/profession expertise (e.g. media commentary)