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. 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, 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. SCHEDULE 3 Roles and Responsibilities – Nurse Definitions 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, 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. SCHEDULE 3 Roles and Responsibilities 3‌‌‌ ROLES AND RESPONSIBILITIES – Nurse NURSE Definitions Nursing and Midwifery Board of Australia (or NMBA) includes its predecessor bodies.

Position; Responsibilities. In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist leading teachers may include but are not limited to: demonstrating high§ leading and managing the implementation of whole-level expertise in teaching and learning practice modelling exemplary classroom practice including through teaching demonstration lessons working with school improvement initiatives related to the school leadership team to develop a shared view of highly effective teacher practice strategic plan and school priorities § leading and modelling managing the implementation of whole-school improvement strategies related to curriculum planning and delivery playing a key role in § leading and managing the provision of professional learning, including through learning and developing processes individual and protocols team performance and development plans 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 within the priorities of the school § leading and managing staff performance and development providing expert advice about (review of staff) § teaching demonstration lessons § leading and managing the content, processes development of the school’s assessment and strategies that will shape individual reporting policies and practices § leading and managing the implementation of the school professional operations and policies related to student welfare and discipline § leading the development of curriculum in a major learning supervising area and training one or more pre-service teachers, participating in curriculum development in other areas § responsibility for general discipline matters beyond the management of classroom teachers § contributing to the overall leadership and mentoring and/or coaching teachers modelling exemplary use management of student data the school § contributing to inform teaching approaches the development of proposals for school council consideration § 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 managing the school code of critical reflection and inquiry to improve practiceconduct. 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 his or her 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 student 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 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. SCHEDULE Schedule 3 Roles Dimensions of Work - Education Support Class Education support class Xxxxx 0 Xxxxx 0 Xxxxxxx Xxxxxxxxxx routine tasks that are usually carried out under close supervision and Responsibilities – Nurse Definitions Nursing direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and Midwifery Board 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 Australia 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 NMBAits 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 Student/Teacher Support Administration/Operations Technical Professional Services • Provide routine support for teachers • Perform routine administrative support, such as: (i) includes preparing standard documentation and data entry that requires little or no manipulation of information and/or data (ii) handling of customer enquiries and referral to appropriate personnel where appropriate • Operate and instruct others in routine use of equipment and computer systems • Prepare standard correspondence • Provide routine customer service tasks such as reception, receipting payments and providing straightforward advice N/A N/A • Communicate with teachers about routine matters • Assist teachers with communication with parents about routine matters • Provide basic physical and emotional care for students such as toileting, meals and lifting • Communicate with student/s about comprehension of basic tasks and information • Address immediate behaviour issues relating to specific students within a classroom setting • Assist with coordination Student/Teacher Support Administration/Operations Technical Professional Services and planning of student routines • Accountable for performance of allocated tasks about the school • Provide routine support tasks with respect to grounds and school maintenance • Accountability relates directly to performance of allocated tasks • Administrative support in a technical environment Education support class Level 1 Range 2 General Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2. Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager. Provides support to teachers and students that is beyond the routine support provided at education support class Xxxxx 0, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role. Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples. 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 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. Dimensions of Work Student/Teacher Support Administration/Operations Technical Professional Services • Provide co-ordination support to teachers and educational programs, such as: (i) Rosters and organises the work of a team of aides (ii) Provides routine • Co-ordinate, organise and determine work priorities within a work area • Ensure the efficient operation of a work area • Obtain cooperation amongst staff within the • Apply basic technical and/or scientific principles to enable the performance of a variety of inter-related technical tasks • Application of specialised knowledge N/A Student/Teacher Support Administration/Operations Technical Professional Services supervision, guidance and support to other student support staff at ES Xxxxx 0 Xxxxx 0 xxxx xxxx and supervise the performance of tasks • Communicate and liaise with school staff to xxxxxx cooperation is confined to a specific functional area e.g. science laboratory, information technology support, library • Provide specialised knowledge that is relied upon to deliver support services, under direction, e.g. information technology and technical support in science laboratories and libraries • May supervise a small project team providing technical support to a school/s • Conduct training and/or instruction with respect to technical systems or scientific processes • Prepare experiments or use of equipment and conducts demonstrations, where required, under direct supervision • Undertake relevant occupational health and safety requirements and, where necessary, risk assessments within the relative work area

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. SCHEDULE Schedule 3 Roles Dimensions of Work - Education Support Class Education support class Xxxxx 0 Xxxxx 0 Xxxxxxx Xxxxxxxxxx routine tasks that are usually carried out under close supervision and Responsibilities – Nurse Definitions Nursing direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and Midwifery Board 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 Australia 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 NMBAits 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 Student/Teacher Support Administration/Operations Technical Professional Services  Provide routine support for teachers  Communicate with teachers about routine matters  Assist teachers with communication with parents about routine matters  Provide basic physical and emotional care for students such as toileting, meals and lifting  Communicate with student/s about comprehension of basic tasks and information  Address immediate behaviour issues relating to specific students within a classroom  Perform routine administrative support, such as: (i) includes preparing standard documentation and data entry that requires little or no manipulation of information and/or data (ii) handling of customer enquiries and referral to appropriate personnel where appropriate  Operate and instruct others in routine use of equipment and computer systems  Prepare standard correspondence  Provide routine customer service tasks such as reception, receipting N/A N/A Student/Teacher Support Administration/Operations Technical Professional Services setting  Assist with coordination and planning of student routines  Accountable for performance of allocated tasks payments and providing straightforward advice about the school  Provide routine support tasks with respect to grounds and school maintenance  Accountability relates directly to performance of allocated tasks  Administrative support in a technical environment Education support class Level 1 Range 2 General Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2. Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager. Provides support to teachers and students that is beyond the routine support provided at education support class Xxxxx 0, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role. Undertakes medical intervention support tasks or other specialised student/teacher support roles (e.g. enrolled nurses) that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples. 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 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. Dimensions of Work Student/Teacher Support Administration/Operations Technical Professional Services  Provide co-ordination support to teachers and educational programs, such as: (i) Rosters and organises the work of a team of aides  Co-ordinate, organise and determine work priorities within a work area  Ensure the efficient operation of a work area  Obtain cooperation  Apply basic technical and/or scientific principles to enable the performance of a variety of inter-related technical tasks  Application of specialised knowledge N/A Student/Teacher Support Administration/Operations Technical Professional Services

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 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. SCHEDULE 3 Roles and Responsibilities – Nurse Definitions Nursing and Midwifery Board 3‌ Dimensions of Australia (or NMBA) includes its predecessor bodies.Work - Education Support Class EDUCATION SUPPORT CLASS XXXXX 0 XXXXX 0

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, 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. SCHEDULE 3 Roles and Responsibilities – Nurse Definitions 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. SCHEDULE 3 Roles Dimensions of Work - Education Support Class Education support class Xxxxx 0 Xxxxx 0 Xxxxxxx Xxxxxxxxxx routine tasks that are usually carried out under close supervision and Responsibilities – Nurse Definitions Nursing direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and Midwifery Board 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 Australia 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. Classroom teacher 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. SCHEDULE 3 Roles and Responsibilities – Nurse Definitions Nursing and Midwifery Board 3‌ Dimensions of Australia (or NMBA) includes its predecessor bodies.Work - Education Support Class EDUCATION SUPPORT CLASS XXXXX 0 XXXXX 0

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, 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. SCHEDULE 3 Roles and Responsibilities – Nurse Definitions Nursing and Midwifery Board of Australia (or NMBA) includes its predecessor bodies.