Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1482847
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 Soundswrite, Science of learning, Classroom Mastery, Spelling Mastery and Core knowledge units.
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 his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
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 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 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.
The role of classroom teacher may include but is not limited to:
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
This position is for Thursday and Friday of each week.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
We are an amazing school situated in the tranquil setting of Crib Point on 4.8 hectares of land, located in the Western Port area of the Mornington Peninsula. Crib Point Primary School has a steadily growing enrolment that currently sits at 231 students. Here you will find contemporary education facilities in a rural setting. Crib Point Primary School (CPPS) is proud of the strong reputation our school maintains within the local area. We are renowned for offering high quality programs within a warm and welcoming community. Our highly skilled staff provide a safe, secure and engaging learning environment. CPPS has an unwavering commitment to providing evidence aligned instruction and we lead by example in caring deeply for all our students and community. We are a school that supports collaboration with a focus on continuous improvement.
CPPS strives to offer excellence in all aspects of primary education, providing quality learning programs across the curriculum. We have a strong focus on Literacy and Numeracy, aligning ourselves with evidence-based approaches, assessments, and instructional models/routines. We have strong intervention and extension supports across the school and operate under a multi-tiered systems of support/RTI model for both academics and wellbeing.
Our dedication to supporting the whole wellbeing of our students and their families is exemplified by our commitment to Tier 1 (whole class), Tier 2 (small group) and Tier 3 (one-to-one) supports. CPPS' wellbeing supports include a School Chaplain, Student Support & Community Engagement Coordinator, wellbeing programs, close links with community services and a fantastic newly refurbished Allied Health Centre. We have a close relationship with the Cerberus Navy Base and have a fabulous Defence School Mentor (DSM) who runs various transition programs for our ADF students.
In the Junior Grades, we have an ever-growing selection of decodable texts for in-class and take-home reading and we have class libraries in every classroom for students to access authentic texts and rich literature. Our teachers have collaborative planning time in fully supportive, positive, and fun teams and develop their practice in Professional Learning Communities that are dedicated to achieving optimal learning results for all our children.
Our literacy blocks consist of daily review, oral language opportunities, phonological awareness & phonics (SSP), spelling, literature/language comprehension (including Knowledge Rich Curriculum units), Fluency and Independent Reading, handwriting and writing. Our maths sessions include daily reviews and explicit instruction of concepts/skills.
The school¿s leadership team has a strong focus on student and staff wellbeing and maintaining a positive school culture. We support staff growth and leadership opportunities through professional learning, mentoring, coaching, and encouraging pursuits of interests that are in line with the school¿s strategic plan.
Our outstanding Visual Arts, Music, LOTE (French), Physical Education, STEM and Library programs offer students a breadth of curriculum and experience. We have 1:1 school supplied laptop ratios in every classroom as well as 1:2 ratios of iPads, and to further extend this, we have taken the leap and launched into the world on robotics and 3D printers and are excited about what our students have produced.
Our free breakfast club program runs every morning, five days a week and operates out of our school canteen.
Our School Wide Behaviour Framework, alongside our use of Berry Street Education Model training see us provide a positive and inclusive environment where all students can shine.
Our core values of Safety, Respect, Kindness, Honesty, and Responsibility underpin the expected behaviours and attitudes of the students, staff, and school community.
Parents/carers and volunteers are a feature at Crib Point Primary School and many community stakeholders participate in the life of the school in a variety of ways.