VET Cookery Trainer

VET Cookery Trainer / Design Technology (Foods) Teacher Department of Education Victoria – Geelong VIC 9d ago , from Department of Education & Training Victoria Northern Bay P-12 College is a unique multi-campus school in the northern suburbs of Geelong. It comprises four Prep–Year 8 campuses and a Year 9–12 campus, alongside the Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) at Goldsworthy. The College operates through three sub-schools, enhancing our “One School – One Team” ethos and rigorous focus on student learning underpinned by a proactive wellbeing framework. Staff collaborate in Professional Learning Communities (Prep – Year 2, Year 3 – 6, Years 7‑9, and Year 10 – 12), meeting regularly in campus and college‑wide groups to implement data‑informed strategies that drive improved outcomes. A strong Inclusive Practices Team supports the College, comprising specialist teachers and education support staff, including a College Inclusive Practices Leader, Inclusion Support Coordinators, Learning Adjustment Coaches, Mental Health Wellbeing Leaders (Years P – 6) and an Inclusion Administration Assistant. This team works closely with the College Nurse, Wellbeing Team, mentor teachers, CALD staff, Allied Health practitioners and DET Student Support Services. The College maintains high accountability to ensure Individual Education Plans are implemented with fidelity and seeks staff committed to applying and supporting learning adjustments in classrooms. We proudly embrace our diversity, with a large First Nations population and a strong cohort of Culturally and Linguistically Diverse (CALD) students. Programs include structured EAL provision and implementation of the Marrung Strategy. Our vision is to instill community commitment, confidence and high expectations in lifelong learning by: Delivering curriculum, pedagogy and teacher professionalism that achieve above‑expected outcomes. Developing employable young people with resilience, optimism, self‑respect and a commitment to personal best. Motivating and challenging students to fulfil their potential. Creating purposeful and diverse pathways. Building strong partnerships with schools, community organisations and business. Our Values Growth – We celebrate improvements in skills, engagement, outcomes and participation. Collaboration – We work positively together to increase our collective impact. Persistence – We pursue goals and outcomes despite challenges, seeking solutions for ongoing improvement. Kindness – We model respect, inclusion and care across our community. In Summary We strive for a college where learning is visible and students feel safe, respected, believed in, listened to, and taught by knowledgeable, capable and enthusiastic teachers. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs. SC2 Demonstrated experience in planning for and implementing high‑impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching. SC6 Demonstrated knowledge of VET Certificate II in Cookery or higher, and the ability to design and deliver competency‑based programs in this and other technology and applied learning areas as appropriate in order to: Engage and sustain current students in the programs you deliver. Develop and promote new student interest in Cookery within the college. Develop and promote new links to industry to improve the quality of training and better demonstrate relevance to students. Role The role will require the successful applicant to be able to independently design, develop, implement and review the delivery of the: SIT20421 Certificate II in Cookery The alignment of our current SIT20421 Certificate II in Cookery with our Units of Competency includes: SITHCCC026 Package prepared foodstuffs SITXWHS005 Participate in safe work practices SITXINV006 Receive, store and maintain stock SITXFSA005 Use hygienic practices for food safety SITHKOP009 Clean kitchen premises and equipment SITHCCC023 Use food preparation equipment SITHCCC024 Prepare and present simple dishes SITHCCC025 Prepare and present sandwiches SITHCCC027 Prepare dishes using basic methods of cookery SITHCCC028 Prepare appetisers and salads SITHCCC029 Prepare stocks and sauces and soups SITHCCC030 Prepare vegetable, fruit, eggs and farinaceous dishes SITHCCC034 Work effectively in a commercial kitchen Delivery of the Certificate II in Cookery is in the Geelong Industry Trade Training Centre’s Kitchen Facility which is located adjacent to Northern Bay College’s Senior Secondary Campus in Indiana Avenue, Corio. It is expected that the successful applicant will have high‑level skills and experience in food preparation and cookery skills to prepare food and menu items. The target audience for the Certificate II in Cookery is Year 10–12 students from government and independent schools across the Geelong area. Students may undertake the Certificate II in Cookery as a VCE‑scored subject or non‑scored subject. The applicant will be required to work as a team with other teachers and staff. Duties may also include teaching Yr 7–12 Design and Technology classes as required and based on the applicant’s skills and experience. Applicants should hold a Certificate IV in Workplace Training and Assessment as well as relevant industry qualification and industry experience. Applicants would also need to be currently registered or eligible for registration with the Victorian Institute of Teaching. This may include eligibility for applying for Permission To Teach (PTT). 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 in order to improve knowledge and skills to better engage students and improve their learning. Delivery and assessment of units of competence for the level of qualifications applied for. Assess students enrolled in the qualification as per the Learning and Assessment Strategy. Ensure compliance with AQF requirements within your job role. Competent knowledge of ASQA compliance and other applicable standards and legislation. Comply with all relevant legislation and policies. Personal qualities which foster a high level of achievement in students. Role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school. Undertaking other classroom teaching related and organisational duties as determined by the School Principal. Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions. Undertaking other non‑teaching supervisory duties. To be considered for this role you will need to demonstrate the following proficiency: The applicant will be required to work as a team with other teachers and staff. The teaching will be delivered in our Trade Training Centre and requires the applicant to have high‑level skills in delivering VET programs that have a strong focus on OHS but also engage young people and have pathways through to employment or senior programs. 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 in order to improve knowledge and skills to better engage students and improve their learning. Delivery and assessment of units of competence for the level of qualifications applied for. Assess students enrolled in the qualification as per the Learning and Assessment Strategy. Ensure compliance with AQF requirements within your job role. Competent knowledge of ASQA compliance and other applicable standards and legislation. Comply with all relevant legislation and policies. Personal qualities which foster a high level of achievement in students. Direct teaching of groups of students and individual students. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme within the school. Undertaking other classroom teaching related and organisational duties as determined by the School Principal. Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions. Undertaking other non‑teaching supervisory duties. Qualifications & experience A passion for VET training. Certificate IV in Training and Assessment. Relevant Industry qualifications relevant to the delivery of Certificate II in Cookery. Minimum 2 years of Australian industry‑based experience. Capacity to relate well with students and peers at all levels. Excellent presentation, communication and organisational skills. Ability to prioritise work and follow procedures and processes. Attention to detail and work accurately under pressure. Demonstrated ability in working co‑operatively and effectively as a member of a team. Responsibilities Direct teaching of groups of students and individual students. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme within the school. Undertaking other classroom teaching related and organisational duties as determined by the School Principal. Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions. Undertaking other non‑teaching supervisory duties. Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au Applicants seeking part‑time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case‑by‑case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department’s exemplar available at: DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: Other Information All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check. A probationary period may apply during the first year of employment and induction and support programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check. A probationary period may apply during the first year of employment and induction and support programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at  Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement …) Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr