Employment Forum Notes 2010
Cheryl McMahon, Executive Principal, Mountain Creek SHS
Need good teachers in good schools to achieve good outcomes for
students
Literacy and numeracy focus is important for all schools at present
Key things going to talk about today:
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Factors affecting student learning outcomes
Operating principles
Expectations of a beginning teacher
Mandatory requirements of a beginning teacher - mandatory
training e.g. code of conduct and student protection
Beginning teacher checklist – a lot you need to know when you step
in the door
 Factors affecting student learning outcomes
Peter Hill – Research about what makes a difference to teaching and
learning. Effective schools have high expectations of students, set high
standards, emphasis on basics and high level of involvement in
decision-making among teachers.
High expectations of students – not dumbing down the curriculum,
stretching students to achieve at higher levels. Cohesive clear policies
on bookwork, student behaviour etc – can still be innovative too.
Outsanding educational leadership – agreed goals, competence and
involvement of staff.
Quality of school can improve student performance between 7-20%.
Quality of classroom can improve student achievement between 3855%, can be substantial differences in progress of students in different
classes within the same school. Don’t ‘blame’ the kids and where the
school is – focus on good schools and excellent teachers.
High performance schools – clear unambiguous goals, student
management (not behaviour management), coherence, alignment and
effectiveness. (Teaching and learning audits, checking on work
programs, staffing, classrooms, teaching, curriculum developers,
students, student services, big thrust on data and use of data, how are
you using it?).
Read about the Roadmap, Flying Start, Reading programs (parents and
grandparents), keep up to date with developments, all on Ed Qld
website. Stay well informed. Consider additional study.
Need to continue building confidence in local schools to deliver.
Concerns by parents in particular about student management.
What do we do and why do we do it? Parents value the total quality of
the educational experience for their child. Teachers are critical to
parents’ attitudes about the quality of their child’s education. Their
child’s progress is the most important issue to parents
Critical teaching practices
. Structured teaching, effective teaching time, opportunity to learn,
high expectations, physical school characteristics, parental
encouragement.
. know about QCAR and writing units to it – but be aware of National
Curriculum and developments.
. don’t just put on data about students issues on One School, what are
you going to do about it? How to focus on the learning? Who can help?
.
Structured teaching
Clear learning objectives, splitting teaching into manageable units and
delivered in a planned sequence, ongoing and systemic monitoring,
feedback and remediation to overcome difficulties.
Education is now politically driven whether we like it or not. They are
focussed on data being as good, if not better, NAPLAN, year 12 data
etc.
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Operating principles – positive organisational culture, trust and
credibility, effective communication, whole school approach to
problem solving, personal accountability (e.g. non-referral based
system for student management - you can’t send a kid outside the
classroom or to the deputy if they are misbehaving, use other
strategies, including the teaching of really challenging and engaging
lessons), celebrate success, commitment to PD & T, innovation and
risk taking.
School community, quality curriculum, effective teaching, emphasis
on improved learning outcomes, skills confident motivated, active
promotion of confidence in public education, technology to enhance
learning and teaching (policies), high quality resources and safe
caring productive
Masters Review – key outcomes, Summer School Initiatve,
Teaching & Learning audits, Turnaround teams, Achieving literacy
and numeracy parent resources, Closing the Gap strategy,
Roadmap for curriculum teaching & assessment (Years 1-9).
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Expectations of a beginning teacher
Supporting corporate culture, support effective teaching & learning
practices, planning and sharing curriculum effectively, working
collaboratively within the school (curriculum documentation onto
one school), participating in both co and extra curriculum activities.
Classroom management – routines, don’t back students into a
corner,
Performance development process – map PD against professional
standards and personal needs.
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Mandatory requirements of a beginning teacher – mandatory
training e.g. code of conduct and student protection….. QCT
Registration, Code of conduct, student protection, truancy &
absenteeism, valuing diversity, WH & S evacuation.
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Beginning teacher checklist – a lot you need to know when you
step in the door
Lesley Milford – Senior HR Consultant
Mission – good quality teachers for the classroom,. Make sure you know
the vision and mission of the organisation
EQ provides promotional opportunities across the state – is the biggest
educational employer in Queensland. 480 000 studnets, 37 700 teachers,
15 000 support staff.
Ed Qld looking for committed, dedicated people, creative and intellectual
challenge, social contribution, passion for learning, work in collaborative
and collegial team, working with wider school community.
Benefits - Commencement salary from $52 405, family leave, maternity &
paternity, part-time employment, professional development, incentives for
teaching in rural and region, promotional opportunities, laptop incentive
(if work more than two days a week in a school, you are entitled to a
laptop).
EQ places teachers across the state, extra incentives (remote area
incentive, extra leave, induction and support, subsidise, housing subsidy,
relocation and transfer assistance and cash benefits for those with
particular rating points). Partners for Success – have to apply to be part
of that program – support for 39 Indigenous Schools mainly in the Cape &
Gulf (see Cindy Hales presentation Friday).
Flexible employment – full and part time, need to be eligible for transfer
(e.g. new teachers on Sunshine Coast, often need to do country service
after two years). Temporary contract – 5 or more days, Casual – up to 5
days.
920 permanent graduate appointments across the state last year, many
more in temporary appointments.
Looking for quality applicants, professional experience, prof knowledge
and academic achievement, other life experience, enthusiasm, passion
and commitment.
Employment is vacancy driven – more location preferences, more
opportunities.
Offers for employment are based on:
Teaching capabilities, location preferences, suitability ranking, availability,
merit.
Employment process – form needs to be sent to Teacher Applicant
Centre at Ipswich. They then send it to the District – panel chair will
contact you regarding interview time and where/when to send in
professional folio.
 Complete an application for employment form. (send to TAC)
 Professional Folio submitted later
 Attend an interview
Make sure you read the Guide for completing the application and Guide to
teaching in Qld Schools.
QCT application is a separate process and application form.
Submit application as early as you can, submit transcripts and
documentation at later time.
Once application is in you get an employee number that you use in all
other communications.
District office sent information from the Teacher Applicant Centre. District
then sends it out to the panel being formed.
You are informed about the interview, date and time. You then need to
send the portfolio to the panel a week before the interview with the
notification from the TAC.
Professional folio – documentary evidence. Professional statement,
internship overviews from last two prac teachers, two prof exp statements
from uni, two referee statements (can be principals, HOCs, Deputies,
mentors, other position if relevant to teaching).
Assessment process driven by the QCT standards and the mentor/referee
statements need to be written in response to them.
Personal statement – emphasise your suitability, link teaching capabilities
to relevant departmental reforms, 500 words only
Interview process – 2-4 school based personnel, may not be people you
have worked with, same assessment process, approx 30 minutes.
Clarifies and confirms evidence, opportunity to have personal statement,
sell yourself. No more than two pieces of documentary evidence, e.g. unit
plan, assessment item, resources, student work sample.
Suitability for employment based on professional experience overview and
reports, professional folio including academic achievement, interview
Suitability rankings, Outstanding through to Sound (for employment)
Marginal, casual work only (100 days casual work then can apply for reassessment), Unsuitable is not suitable for employment.
Key Steps – red the guide to teaching in Qld State Schools, Submit
application to TAC, Submit spplication for Teacher registration to QCT,
Prepare and submit professional folio, attend interview, keep contact
details up to date.
Website – Make a difference.Teach www.teach.qld.gov.au
Employment – people with a wide range of preferences are more likely to
get employment (especially permanent employment). There is a policy of
trying to give graduates preference for employment but Sunshine Coast
north is the most popular for people transferring back from non-preferred
locations.
EQ has a variety of employment placements – advantages of working in
small schools, country schools – get a range of experience and
responsibilities that not available with other employers. If you accept a
permanent position, you may have to do non-prefereed service at some
time.
Panels – People in classified positions (DP, Principls) and registered
teachers, will do training for the process.
Questions – when should the application be sent to the TAC?
Answer: Send in any time from now on. By end of August.
Question – If you do contract work are you still available for permanent
employment – do you have to reapply?
Answer: No you remain on the data base.
Question: When will the interviews be – I’ve heard they have to be in the
last week of internship
Answer: That may be the case, it will depend on logistics
Question: On the form where it asks about employment and statements
of service – should I send in material about employment outside of
education?
Answer: Yes, any employment that might be relevant.
Glen Zagami – Senior Guidance Officer, Sunshine Coast
In his role Glen sees all the student protection reports that come through
district.
On the SCAN team (govt/non-govt schools rep) – interdisciplinary cross
govt team reviews high needs cases
This is a briefing session – need to do the training with your employer
once employed. Govt and non-govt schools have similar policies and
procedures
Overview of key obligations for when on prac, what to do
 Bring to attention of supervisor on the school site
 Entitled to speak to the Principal to raise the concerns
 If still feel not addressed appropriately, inform the university and
can contact SGO if necessary.
When done well, student protection processes can do a lot of good for
students, when done badly can place students at further risk.
Need to be aware of different policies and programs: Child protection
policy (Ed Qld) and Child Protection Act (also applies to police and other
govt departments).
There is also an education program around – Protective Behaviours, not a
policy, but a pro-active, awareness raising program for children, staying
safe and telling someone if something is happening.
Policy, protection of children from all sources of harm, regardless of the
source.
First policy for Ed Qld – was Child Protection policy in 1998 – before that
no formal written policy. Only mandated training for all Ed Qld employees
in three hours training.
2003 – revised, updated policy name changed to ‘Student Protection’
policy rather than child protection. We have mature aged students in
schools that also deserve same level of protection.
2008 – revised and updated policy released – ‘Student Protection Policy’
available on internal Ed Dept One Portal (all relevant policies). ON the
general public website Ed Qld a version is there that is not as details.
Policy applied to all staff, teaching and non-teaching, school, district staff
etc. 2008 policy also includes non EQ professionals who work in schools
(chaplains, health officers etc).
Training now available online through the Learning Place – series of
modules, 20 questions (multiple choice) and certificate of completion is
generated. Do this early in your career. Complete mandated training
once, best practice, schools should revisit that on an annual basis, when
new versions of policies are released, updated training is usually required.
EQ policy, 5 basic sources of harm:
 Physical abuse
 Psychological or emotional abuse
 Neglect
 Sexual abuse or exploitation (e.g. pornography)
 Substances abuse or self harm
Crucial documents – SP 4 - Report of suspects harm or risk of harm
(reporting to external agencies, such as child safety services and police).
Sent to a number of offices – schools have contact details of the local
services these need to be sent to.
SP 5 – Report of self hard or risk of self harm where the parent is acting
protectively (internal EQ document).
Four main categories of harm (different flow charts):
 Harm caused by an EQ employee
 Harm caused by another student
 Hard caused by a person not employed by EQ including family
members, strangers, parent helpers, volunteers, school visitors or
unknown
 Student self harm.
Don’t need definitive proof, is you form a professional opinion that
something is wrong, if you report in good faith it is better to report than
not.
If a child makes a disclosure, you can clarify “I understand you’ve told me
this…. And paraphrase it”. Don’t investigate or ‘interview’ the student.
Harm by employee – sexual abuse - highest level of concern, very serious,
but arises very rarely. Non-sexual forms of harm by employee may be
dealt with by Principal or district
Advice regarding incidences of harm caused by another student – least
intrusive response possible, management. Overlaps with behaviour
management, take reasonable steps to protect student.
May have potential to be a criminal offence (assault at school, cyberbulling etc)
Harm cuased by person not an EQ employee eg domestic violence, neglect
etc, more common form of report
Self harm – two paths of action depending on whether parents appear to
be acting protectively or not. Guidance officers are the ones with the
training to support and deal with these incidences.
All four categories of harm are of equal significance (doesn’t mean all are
equally serious, but all must be taken seriously). There is no discretion
regarding reporting, it is your obligation.
Expectation that you report on the day of concern being noted – you do
not send the child home if there are issues about safety. The principal
makes the judgement.
Code of conduct
What guides our behaviour?
Conscience (personal)
Code of conduct (professional),
Law (country).
5 ethics principles, then principles, obligations and standards under those
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Respect for law and system of govt
Respect for persona
Integrity
Diligence
Economy & Efficiency
Code of conduct includes detail of examples and what you should do.
Note the focus on student protection here too – if you didn’t report this
would also be a breach of the Code of Conduct.
You make professional decisions every day, it’s not about being
superhuman but how you allocate your time to do the best job you can.
Code of Conduct gives you a frame to help make those decisions.
See the Table of Conduct Standards to help identify where various issues
are covered.
http://education.qld.gov.au/corporate/codeofconduct/index.html
Some examples to note…
Not only about what teachers have to do. 2.2.6 – Aggressive behaviour by
others protects employee from aggressive behaviour from others (e.g.
aggressive parents)
3.2.3 Gifts and benefits – gifts of minimal value don’t need to be declared.
Values are listed in the standards.
3.2.13 Secondary employment or other employment – people may have
other business involvement. If there is a perceived conflict of interest
between it and teaching role, you need to report it.
4.2.6 Personal presentation – doesn’t specify a wardrobe but it says that
standard of presentation and dress should set an appropriate tone,
depending on your role
Using Facebook etc 2.2.2 b –interactions with students should be through
your work email. Parameters around what professional role,
recommendations about interactions with others.
QCT – Gail Rienstra
You can not teach in a Qld school unless you are registered with
Queensland College of Teachers. Today will look at the QCT’s role, the
standards and
how to register.
Queensland College of Teachers has two main roles – professional
standards and professional conduct.
Regulatory body not just a registration body (independent statutory
authority 2006, was the Board of Teacher Registration 1989, Board of
Teacher Education 1971) – equivalent bodies in other states, other
professions. Approves teacher registration and teacher education courses.
Recognises significant role of teaching as a profession, position of trust
and responsibility, uphold high standards of preparation, conduct &
practice, professional voice for teachers, promotes and advocates for the
profession.
What
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does the QCT do?
Registers teachers
Sets professional standards
Approves teacher education courses
Conducts research relating to its function (recent papers, STEM –
Science, Technology and Maths teaching, another one Teachers
literacy teaching using LOTE techniques improves the outcomes).
Receives and investigates complaints
Conducts inquiries into misconduct
Provides advice and support
Promotes the profession
ALL TEACHERS in Queensland schools – contract, supply, teacher
educators supervising in schools etc must be registered.
Two different processes for application, probation, confirmed
appointment/full registration – one with your employer and one with the
QCT.
You need for apply for provisional registration, this is a separate process
from the employment application process. There is a fee to pay, this is
cheaper for graduates (up to two years after you graduate). Teaching
experience in other Australian states and NZ count towards this time,
teaching overseas don’t.
After one year of teaching (200 days of teaching) move to full registration
- you have two years to move from provisional to full registration, there is
a possibility of extension to make this four years. This occurs in your
school
Once you have full registration need to renew every five years. Will need
to log PD (30 hours a year) and show some evidence against the
standards. If you don’t, may have to show cause and there will be
sanctions.
Development of continuing professional learning framework to support
reflection on practice and PD
PSQT – Professional Standards for Queensland Schools – they had to be
developed in response to legislation. This includes being suitable to teach.
Includes the police check (if you lived for 12 months overseas within the
last 10 years, you will need to initiate a police check yourself – talk to
QCT in legal department for advice). You also need to meet other
requirements e.g. English proficiency.
QCT Professional Standards relate to the “National Framework for
Professional Standards for Teachers” from MCEETYA (knowledge workers
skills) – all states developing standards. Now there are draft national
standards – four levels of competence.
Make sure when you are working with the standards you read the whole
standard (not just the title), including the scope and the dotpoints under
practice, knowledge and values.
1-5 – teaching and learning – ‘designing’ and implementing
6-9 – verbs different – relationships, professional role
10 – commit to reflective practice
Standard 1 - Work with the standard and what it looks like in action.
What is the essence in a few words?
For full registration you must enter a process of further development and
you will need examples of practice to show you’re meeting the standards
to move from provisional to full registration.
Ed Qld has a list of 12 standards – they have ICTs as a separate standard,
in QCT this is embedded.
Catholic Ed also has religion… see the employing authority for specifics.
Working with the standards:
 What does this standard look like in action in my class and across
my school?
 How can I extend my understandings and practice in this area?
 Use them to reflect on your planning and reflectsion
 Use them with your mentor teacher to discuss feedback
 Use them to identify, reflect and inform your practice
 Develop an action plan.
Go to the QCT website for fact sheet, forms and tools. www.qct.edu.au
Teacher registration… go to ‘provisional registration’ ‘apply online’
Download the ‘Application for teacher registration’ guidelines
If you are doing supply work you need to keep a record of your day (to
build up the 200 days) and maintain records of your work against the
standards
(could download tools on the website and Provisional to Full registration
recommendation report)
Question: Does the question about teaching experience on the form
include prac experience?
Answer: No, only employment post your pre-service course
John Mason – Good Shepherd Lutheran College
Non-government schools and independent schools – it is a one on one
process. Each school has a different process.
Most independent schools have a positions vacant button on their website,
will identify an employment agency or a pathway
‘Teachersonnet’ is a system that Lutheran schools use. ‘Seek’
‘CareerOne’
Schools will advertise for receipt of applications via an agency or at the
employing site itself. Some schools may retail CVs for future jobs and
contracts (you can ask in applications for them to hold on to it for future
consideration).
Many schools are moving away from newspapers, seasons of adverts at
the end of semesters. Other times use websites and agencies, some
schools only use these other forms now. Schools in newspaper (Grammar,
Flinders still using Sunshine Coast Daily, others saving money).
Jobs advertised, position description attached or ask you to enquire for
one. Helps schools monitor interest. Depends on the job, degree of
complexity and specific nature of it.
Once application received, acknowledged, note, often only short-listed
applicants are notified after this. Best practice keeps all applicants
informed, often logistics mean that may not occur.
Applications generally to the principal or business manager. Some large
schools may have a HR person. Will then bring in the relevant staff
members with expertise.
Short-listed applicants will be contacted for interviews. Times not set on
order of merit, often based on times that can suit school/applicants.
A panel is formed – Principal, section head or line supervisor, panel must
have a male/female mix (some exceptions). First rated applicant, referees
checked, position offered, if they don’t accept, go to the next highly rated
applicant. This can be timely (school may not contact you until they have
a signed acceptance of offer). Make sure you update contact details if they
change. Unsuccessful interviewees will then be informed later – can take
some time.
Referees – professional referees, if involved in church a faith referee
(would you align with the ethos of the school), personal referee as well. If
only two referees try to cover those three.
Christian schools – Christianity has degrees, fundamental Christian
schools will only employ Christian teachers. Lutheran is an inclusive
system, have staff who are not Christians, but if you work there you have
to participate in chapel, community services, will have to work within the
ethos of the school. Christian schools plant seeds, sometimes they bear
fruit later on. We want good people teaching in Christian schools.
Some questions from John to students …
Is this a good time to be looking for a job in an independent school?
Yes, graduates are cheap! If you can commit to the ethos of the school, if
you are good! A lot of baby boomers and older professionals are retiring.
Is it who you know?
It used to be, not any more and not on the Sunshine Coast.
area though and you hear of people who are good.
It is a social
With applications.. lots of rubbish about how to present them.
Font size – need to read it 11-12 font size don’t go small. Spell correctly
and check it! Make sure you spell the name of the school correctly.
If there are criteria – no more than a page on each. Turn page, change
mind set.
It is not the amount you write, but what you write, content is the most
important. Layout – keep it consistent.
Presentation being beautiful does not beat good content.
Personable process – what sets practitioners apart is the shell in which
you exist. We’re after good people, other people you communicate with in
the school are important too and can be strong advocates.
When you are in an independent school, you are there and you are hired
to the entity. Not moved down the road to another school (for good or
bad).
Two years ago one of the CQU final years applied for a job – terrible
application, but there was something there and she got the job.
Terry Evans – Sunshine Coast
Education students encouraged to apply for associate membership, free
while a student, full services available while on prac/internship.
QTU – largest union in Queensland (largest in Australia) with the greatest
density of membership. 44 000 members.
What is the union and why should you join?
Collectively you can do so much more than you can as individuals.
Achievements, maternity leave, compassionate leave to look after sick
children etc, holiday pay for contract teachers, permanent employment for
those on long term contracts.
QIEU – Queensland Independent Education Union – this has the same
kind of brief for teachers in non-government schools
Pay scales – pushing for equivalence to Ed Qld.
Cover all non-govt schools and all education staff.
For employment in non-govt schools different processes – school specific,
also look on websites such as “Seek” and “Career One”.
Cindy Hales – Partners for Success
Mid year workshop for those people who are interested in working in the
Partners for Success schools.
Cindy was a Secondary Art teacher working in a large secondary
metropolitan school. Thought about why and ticked the ‘go anywhere in
the state’ box. Went to Aurakun – no preparation, no induction.
Someone told me “bring fishing gear and lots of beer” – huge attrition
rate in many of these schools. Lived and taught there three years, then
transferred to Cairns, worked with Cape and Gulf schools for the past 10
years. Seconded to regional office to recruit teachers to work in our
schools. Mostly only know of these schools because of the news headlines
– riots, tragedies, social disfunction. Students also perform well and
quite a few of them go on to boarding school and further study. Want to
challenge negative information – not what our teachers are confronted
with every day, not necessarily ever experience. You will be welcomed
into a community because you are a teacher – you are a teacher 24 hours
a day. Not for everyone, want good teachers who are for a challenge.
Last year 5 graduates employed from CQU Noosa – some days tough but
they are passionate about it. 4 from CQU Bundaberg at Saibai near New
Guinea. Not pressuring you, it may be something you might consider in
the future. Very challenging and rewarding.
“What Works” program – national program that’s emerged from all the
different research. www.whatworks.edu.au
Indigenous education is a priority – intervention mixed impact – sense of
urgency about it – if you focus on every child, every lesson, every day –
you will get outcomes.
Arakun – 13 language groups – different Aboriginal nations within one
community.
Complexity of the issues. Many students coming with second language
learning.
Key things:
. building skills for students – around key curriculum initiative
(mainstream knowledge with different form of delivery) construct multidimensional learning – alternative but not less effective - not ‘dumbed
down’
. working through partnerships – be out meeting parents and building
relationships within the community – know their language group, cultural
background, connect with the students (with indigenous communities, for
indigenous communities and about indigenous communities). Building and
be aware of who can be utilized (guidance officers,
If you want to develop work in a school through admin team request
facilitator to work with the “What Works” resource in a phase of
workshops
P 6. – checklist for your practice. How to enrolment process pick up
cultural backgrounds in a non-intrusive way and what does it mean for
about the way we do business?
Other resources – “Crossing Cultures” Hidden History materials
“Holistic Planning and Teaching Framework” - case studies (Tully)
Framework based on land, language, culture, time, place & relationships
contextualized by the era you are working in. www.issu.com.au
(Indigenous Schooling Support Unit) lots of info, support for graduate
teacher workshops, induction workshops, second language pedagogy,
behavior management etc.
Average teacher turnover in these schools – was 1.5, now up to 3 years
average. Cherbourg & Yarrabah (not quite as remote).
Nobody gets sent to an Indigenous community (39 Partners for Success
schools) school unless you apply now – there is an application and
selection process. Teachers need to be well prepared and understand the
context. (Weipa – Western Cape College – three campuses outside Weipa,
at least 50% Indigenous students in each class at Weipa)
Messages from community members and staff – be part of the community,
be good teachers, be caring and concerned. Have to know about the clan
groups, relationships between families, working with others (teacher aide
who is Indigenous).
Some communities have alcohol management plans (AMPs) education
workers have to abide by the law too – have to be good role models.
Canteen open 5 nights a week for 5 hours – get to meet people –
demonstrate responsible drinking.
A lot of schools in very remote locations. Often one shop, only open until
4.30 (or island time). Learn to adjust.
Aboriginal communities different from Torres Strait communities.
Beautiful but isolated. Expensive to move people there.
For those people seriously interested in working in one of these schools
they should let Cindy know and try to attend a 3 day workshop being
offered during the mid year holidays. It’s not for everyone but it is an
amazing experience.
Information and follow up
Graduate teacher workshop teachindigenousschools@deta.qld.gov.au
Email Cindy Hales 32354918 Teacher.Quality@deta.qld.gov.au
Brisbane Catholic Education – Carmel Wallace, Principal HR Officer,
Archdiocese of Brisbane
No transfer system but we encourage people to move schools and
consider different opportunities. 5 500 teachers 2 500 contract and
supply. Aim to have 50% of employment going to graduates.
Brisbane Archdiocese – from Gold Coast up to Childers. 110 primary
schools, congregational primary schools (with a Saint in their name –
could be Catholic or non catholic) 28 secondary colleges and as many
again that are congregational schools (Marist Rosalie is Catholic
Archdiocese, Marist Brothers Ashgrove is a congregational school).
New schools are being master planned as P-12 schools now.
Some Ecumenical Schools are administered and staffed by the Cathoic
system too – Unity college, Caloundra, Emmaus College Jimboomba,
Jubilee Primary – Gaven.
Do you have to be a Catholic? You have to consider how you sit with the
ethos of the school. Contracts for employment have a statement of
principles attached to every contract. This is gospel based and every
member is seen as contributing to Catholic Education. By word and by
action you will support the Catholic ethos - you must be able to support
this.
Accreditation of Teachers in Catholic Schools in Queensland.
Four subjects accredited to teach religion (this is an expectation in
primary in general, teaching nine KLAs, one of which is religion) need to
be working towards gaining accreditation. Only committed Catholics can
teach religious education.
Accredited to teach in a Catholic school – 20 hours of inservice.
Institute of Faith Education: ife.fl@bne.catholic.net.au , Theology College
Two processes – primary graduate process full-time (Catholic primary
school), any other position (middle school, specialist) need to put a profile
on. Anything but full-time primary, just do the profile. (If doing both, fill
in the profile first). Need to attach documents to both (scan them).
Celebration and Challenge booklet – helps with providing the language
that you will need to use when you go for interviews.
Employment process – all material on the website, Catholic Jobs Online.
www.catholicjobsonline.net.au
Can go through positions vacant or a number of other ways. If looking at
other diocese use the link on the right. Each diocese is different.
Primary graduate process – details can be changed up until the closing
date – June 27. Must click ‘yes’ for completion (any time this year).
14 steps to the process – professional statement – why you want to be a
teacher with Catholic Ed.
Secondary and middle school – apply to positions vacant and you are
interviewed by the Principal of that school. Primary vacancies advertised
generally for experienced teachers.
Very small first round offers, before the actual vacancies are even known
(snaffle good graduates) about 2/3 come after that (leave, resignations
etc). Academic transcript don’t need to be the official one yet (but you will
need it eventually).
Two referees needed, one has to be a faith/religious referee.
Applications in by 25 June, 12 July Email issues re interviews, Interviews
26 July – 13 Aug. Sept first round offers (for ‘continuing’ jobs i.e.
permanent, but specific school not named) and November details of
placements and second round offers – placements are made up to the
start of school year.
Middle school/secondary/specialists – have profile up by November, check
regularly (schools only have to have positions up for 5 days minimum).
Interview skills – develop ability to talk about strengths, skills, areas of
expertise. Practice them.
. understanding of teaching/learning process
. understanding & commitment to Catholic School Ethos
. the teacher as a person
. create and maintain supportive learning environments
. ability to build relationships
. professional presentation & attitude
. motivation to teach
Practicum reports – like to see development over time – what did you
learn?
Interview panels – Principal, Area Supervisor, Director, Principal Staffing
Officer
Information drawn from prac reports, academic results, referee reports,
application, professional statement, interview.
Remote area incentive scheme – Gayndah, Childers, Murgon, Nanango,
Kingaroy. You can apply after two years for preferred placement in
another BCE school. Pay parity with Ed Qld schools.
cwallace@bne.catholic.edu.au
Ph: 30337511
Please note that if you are interested in working in other Catholic Diocese
– you must contact them as they have different processes and interview
processes.
Education Employment Agencies
Protocol Education – UK based placements
www.protocol-education.com
australia@protocol-education.com
Synarbor – UK and elsewhere in the world – NZ, UAE, Dubai, Asia, Africa,
Botswana, Korea, have placed in South America, Russia (expanding into
new countries). Many other countries are using UK curriculum, so often a
good idea to go there first so you have experience in that curriculum,
especially if you are interested in working in International Schools (often
look for at least two years experience).
(Carly Liddell, Emma & Mike)
www.synarbor.com
international@synarbor.com
carly.liddell@synarbor.com
1300306536
Also help with interview coaching, interview and CV writing.
Have stories that demonstrate different skills. Use visuals in
presentations (or create digital portfolio or web-based folio with
examples).
Instead of saying I use cooperative learnings, tease it out. I set up
groups, problem solving and create games, do jigsaws to share learning,
play each other’s games at the end to learn about different content.
What do you do, how do you make learning engaging? Pictures showing
children working, making, doing, not just teacher standing up the front of
the room. Show examples of ways you use questions, planning etc.
Interviews for overseas schools, often by phone or by Skype video
conference.
In interview, often principal and a couple of other school reps.
Opening questions, warm you up. Be careful, still matter.
Be prepared for “Why you wanted to become a teacher. What are you
passionate about in education? Describe a memorable lesson”
Questions about planning, organisation, assessment, how you facilitate
you learning? “If we were to walk into your classroom at any given time
what could we expect to see?” (Social, physical, academic aspects of the
environment).
Lots of talking, children talking to each other, open dialogue with children
talking about learning, use of resources that are engaging, relevant and
involve the students. Students asking questions which are relevant to the
learning. Use of groups, rotations – group with me, another one reading
themselves. Different use of groups, sometimes ability groups, some
mixed ability groups. Children’s learning is displayed and visible.
Children’s learning includes evidence of feedback.
Examples of planning, preparation, organisation, assessment and
reporting. How do you report to parents?
Look to find school’s focus and vision. Be ready to respond to that.
There’s always a question on behaviour management, so you need to
have a plan and strategies that you use are used to implementing.
Need to think about the kind of environment you want to live in and
experiences you’re open to. Great way to extend your skills and
experience.