Carranballac P-9 College was opened in 2002 and is situated in the suburb of Point Cook in the City of Wyndham. The College has seen significant growth since that time as it was established in one of the major growth regions in Melbourne's Western Suburbs. Point Cook has a natural coastal park and is situated on the western edge of Port Philip Bay between the metropolitan area and Geelong. Point Cook is also the home of the RAAF Base Williams, which currently houses the RAAF Museum.
International and interstate migration have played a major role in the development of the population in the area in conjunction with more affordable housing in this growth corridor. Industrial estates in the surrounding suburbs of Laverton and Altona also bring workers into the area.
Carranballac P-9 College is a multi-campus Foundation – Year 9 College, encompassing two campuses, Boardwalk School and Jamieson Way School, with both campuses catering for the needs of students across two stages of schooling, Primary Years (Foundation – Year 6) and Secondary Years (Years 7 – 9). In 2020, there are 1362 students enrolled across the college. The College planning documents and processes address the needs of all students and supports teachers to work collaboratively. Professional development activities are aimed at building capacity by enhancing the skills of all staff to promote students well-being and academic growth.
We are steadfast in our resolve to build strong partnerships with the local community. The continued development and growth of our educational community is fueled by the commitment and enthusiasm of staff who strive to provide a rich, authentic learning environment that caters for the individual needs of the whole child. The College also has a strong Parents and Friends organisation that is very active in its support of programs and the expansion of facilities and resources.
Our College is motivated towards the development of 'excellence in life-long learning with students who are resilient, connected and respectful citizens' who care about their world and care for one another. The College ethos and practice reflects a commitment to individual development and the personal wellbeing of all students through fostering a safe and caring environment. Positive attitudes and leadership skills are built through our Duke of Edinburgh and Compass programs, SoundGarage and our extensive Performing Arts Programs. Student Leadership Programs are underpinned by outdoor education experiences and challenges.
The College uses the Victorian Curriculum to plan and implement a comprehensive and rigorous curriculum at all levels encompassed by consideration for the personal, social and emotional wellbeing of individuals. Literacy and Numeracy are identified priorities with programs developed to focus on improving student learning outcomes in these areas. In the Primary Years, an integrated curriculum approach is taken. In the Secondary Years, a pedagogical model is delivered with a focus to engage, explain, explore, elaborate and evaluate through gradual release of responsibility to enhance engagement and connections between learning for students. The College uses NAPLAN data, English On-Line, Maths On-Line, On Demand Testing and Attitudes to School Survey as part of its suite of tools to improve student outcomes and school performance. Students with special learning needs receive instruction in the general education classroom and participate in extra curricular activities with the necessary support. The College provides access to internal and external clinicians, education support staff; English as an Additional Language (E.A.L) and literacy intervention programs.
Carranballac P-9 College comprises of a range of flexible teaching and learning areas, including well-resourced libraries, music rooms (including a recording studio and rehearsal rooms), science labs and a Performing Arts Centre which is used for staff, student and community events. There are also extensive Information Technology laboratories, Food Technology kitchens and dining rooms, a Wood Technology room and a Visual Arts facility, which includes Graphic and Textile rooms. An open plan building has been established through the BER program. Students have access to many outdoor facilities including recently upgraded ovals, basketball courts, shade covered playgrounds and assembly/play areas enhanced with artificial turf. Well appointed administration areas also add to our modern learning environment.
The teaching profile is composed of 98.2 (EFT) which includes, 1 Principal, 6 Assistant Principals and 5 Leading Teachers. They are supported by 34 ES staff who fulfil various duties across the school. The College also supports an extensive Student Well-Being Department which consists of a Coordinator, a provisional Psychologist, a Speech Pathologist, a Family Support Worker, a Defence Transition Liaison Mentor and a Well-Being Support Facilitator.
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Ability to identify the education requirements of students with complex learning needs and implement high impact classroom teaching strategies which enable all students to achieve their full potential.
An opportunity exists for classroom teachers wishing to be part of a new and exciting initiative to improve the literacy and numeracy of secondary students. Appointment to these positions will enrich teacher experience and play a significant role in further improving student performance and educational outcomes.
Literacy Improvement Teachers and Numeracy Improvement Teachers (Improvement Teachers) will build the capability of other teachers as well as provide targeted support to students who are behind in literacy or numeracy as part of the Middle Years Literacy and Numeracy Support Initiative.
Improvement Teachers will have expertise in literacy or numeracy teaching, an ability to work directly with students with complex needs, and enjoy working side by side with colleagues to build teacher capabilities and improve student confidence and performance. The initiative commenced in 2019 and will continue in secondary schools until 2022.
In addition to induction training, ten days professional learning in literacy or numeracy teaching will be provided. Professional learning will focus on international best-practice in literacy and numeracy teaching, capability building and collaboration skills, and supporting secondary school students who are behind in literacy and numeracy.
Teachers in this role will work 0.6FTE within the school to build teaching capability across the school to improve literacy and numeracy outcomes for all students, and to provide direct teaching support to eligible students. Teachers will continue to work in their usual teaching roles for the remaining time to maintain their connection with classroom practice.
CLASSROOM TEACHER RANGE 2
Range 2 classroom teachers play a significant role in assisting schools 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.
In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key responsibilities of Improvement Teachers include:
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.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
The recruitment of Literacy and Numeracy Improvement Teachers is open to 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.