ELC Casual Relief Assistant
Ballarat Clarendon College
Ballarat, Victoria, Australia
- Expired
- Job type:
- Part Time, Supply
- Apply by:
- 9 July 2020
Job overview
As a result of our continued growth, Ballarat Clarendon College is seeking a casual relief assistant in early learning. This position requires experience in a similar role, knowledge and understanding of the Victorian Early Years and Development Framework and Child Safety Standards and demonstrated experience in the education and care of children aged 3–5.
Ballarat Clarendon College offers outstanding working conditions and the salary for this position will be commensurate with the successful applicant's skills, qualifications and experience.
For further information visit our website www.clarendon.vic.edu.au.
All applicants are required to submit a cover letter, an up to date resume and a statement addressing the Key Selection Criteria
- Strong curriculum understanding and strong subject area knowledge with ability to effectively plan and design lessons.
- Commitment to and understanding of the process of formative assessment and ability to feedback to students.
- Solid understanding of how to analyse data in relation to student progress and teaching effectiveness with commitment to continuous improvement.
Applications close on 10 July 2020.
About Ballarat Clarendon College
Ballarat Clarendon College – different by design
Ballarat Clarendon College is different by design. Clarendon’s knowledge-rich and sequenced curriculum, its commitment to explicit teaching, approach to the structure of lessons, classroom management and data analysis makes it different from other schools – deliberately so.
At Clarendon, we believe that learning should not be a lottery. Students should never feel ‘lucky’ to have one teacher but ‘unlucky’ to be taught by another. If a teacher is supporting and progressing their students through a nuanced approach to a topic, a particular sequence of tasks, a more effective explanation or a striking analogy that illuminates a complex concept, then all teachers should know about and use those same methods. Everyone wants to get better.
We believe that all students deserve the best curriculum we can offer – one that draws from the research evidence that points to the effectiveness of a knowledge-rich curriculum, explicitly taught.
And this is what drives Clarendon’s approach to common planning, to developing a high-quality curriculum that contributes to better learning opportunities for students and for staff.
The approach that we take is not the same as other schools that pursue different pathways towards excellence, but it is what we do.
Clarendon’s commitment to professional learning – using research-based best practice to get better – ensures that our teachers, working closely with and learn from their colleagues, strive, thrive and achieve.
We are about learning. That might sound obvious for a school. Yet, to us, everything is an opportunity for learning – every interaction, every game, every performance, every calculation or paragraph. We are as much about teacher learning as we are about student learning.
And who would not be up for that? Who would not want to get better all the time?
Clarendon is not like other schools. Deliberately so. We are daring and we are intentionally and purposefully different.
If Clarendon sounds like the type of school that you’d like to be a part of, we’re keen to meet with you.
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