Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1483703
Chelsea Primary School is in an established residential bayside of southern Melbourne. Currently, 363 students are enrolled at the school, with projections for increased enrolments over the next three years. The school opened in 1912 and comprises a beautiful, two-storey redbrick heritage building, art, music, multipurpose buildings, and a BER flexible learning building. The modern playgrounds and school vegetable garden are a highlight for attending children. This developing school is conveniently located near useful amenities such as Chelsea Station, the Chelsea shopping centre, Town Hall, Library and Bicentennial Park.
The Science of Learning- Through our work, we know that just because children attend school doesn¿t mean they learn to read and write. Evidence shows how children learn matters. · The science of learning draws on the research of how people learn to inform teaching practice. CPS's key focus is to give our teachers knowledge, skills, and understanding of how students learn. It is transformational for teachers to understand the brain and how young people learn. Having that understanding takes us to the next level of improving teacher practice. Learning about the science of learning makes us better teachers.
Explicit teaching approach at Chelsea, learning starts early by explicitly teaching core curriculum areas in our early learning years. The core literacy and numeracy skills are developed using explicit, direct instructional learning in the Junior and Middle Years. In our senior school, once students have been taught and mastered the foundational concepts and skills, we use a combination of explicit instruction and student-centred learning to broaden analytical thinking and problem-solving. Students cannot think critically or problem-solve a topic until they have a broad knowledge of this subject or content. Students participate in specialised instruction in Visual Arts, Physical Education, STEM, Music/Performing Arts and Korean.
Chelsea's commitment to a strong social education program enhances our academic programs, including fulfilling potential, supporting individual resilience, and developing personal character values. I believe in the principles of social justice and am committed to the school, developing our students accordingly. Our school promotes values that empower students to contribute positively to the school and the wider communities. Our students live and learn by our values: Respect, Resilience, Responsibility and Relationships. We celebrate the diversity of our school culture and community.
At Chelsea, we provide a calm and orderly environment for all. Across the whole school, we have established routines, consistency in learning, and teacher protocols that ensure an environment where all students can reach their potential. Our teachers are highly talented and dedicated. They collaborate to develop a school culture that values teaching and learning. They encourage all students to strive to achieve their best with their academic learning, including developing their social and emotional well-being to ensure all-around success.
The well-being of our students is a high priority. Our School-Wide positive behaviour leader works with the well-being team, clearly focusing on building positive relationships within the school community through many beneficial and recognised programs and activities. Our students are active members of the school community. Student leaders conduct school assemblies, facilitate sports borrowing at lunchtime, are trained as Peer Mediators and conduct student-led lunchtime activities. The Student Voice and Green Team have elected members from each class.
Media/ICT teacher for the remainder of 2025. We are seeking a media/ICT teacher. This is a fulltime 5 days a week position. Teach year levels from F-6, ICT skills, touch typing, and other multimedia skills as a specialist subject.
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.
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
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.