Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Mount Alexander
Reference: 1486390
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.
[Enter Free Text Description here]Chewton Primary School is at the heart of the local Chewton community, 5 km from Castlemaine. In 2020 we celebrated our 150th year of learning. Our recently renovated heritage building and stunning bush setting make our school both a welcoming and unique learning environment.
At Chewton Primary School, our students are curious, confident, grounded and connected locally and globally, as champions of positive change in the world. Our students are critical and creative thinkers and learners. Our students have a strong sense of self and are responsible, resilient and independent. We care for, celebrate and value everyone in our community and foster a strong sense of belonging for all.
Our school values are Community, Kindness and Respect. We nurture the whole child: social and emotional wellbeing is crucial for learning, so it sits at the centre of our work. We provide a safe, nurturing environment where students are both challenged and supported to be their best. We currently have an enrolment of 50 students.
We are situated on Djaara Country and acknowledge the Dja Dja Wurrung community as traditional custodians of the land. We recognise elders, past, present and emerging. We have a strong emphasis on Indigenous perspectives in the curriculum and building links with the local Dja Dja Wurrung community.
We are a 5-star Resource Smart School: sustainability is a key focus for our whole school, with each class taking a leadership role for Waste, Energy, Water and Biodiversity. We have chooks, a vegie garden, worm farm and outdoor kitchen. Our sustainability teacher drives this program, running Sustainability classes each week at the school. We recycle paper, and hard plastics, batteries, and have a zero- waste target.
Our class sizes are small, giving each student a greater opportunity for individual support. Our school is small enough that every child is able to forge positive relationships across a wide variety of age groups, and whole school activities are possible. All staff members are invested in the wellbeing and learning of every student. We value the strengths each child brings with them to the learning environment and celebrate neurodiversity.
We come together with other small schools for activity days, as well as participating in a combined camps program. We have a close relationship with larger neighbouring schools in the Mount Alexander Shire, with students coming together for sport throughout the year as well as participation in artistic and cultural events.
We believe that fostering a positive attitude and appreciation of sustainable environmental practice is vital to the development of our students. Parents, carers and the broader community are integral to all aspects of learning at our school, and we are renowned for our strong community connections.
We strive to make our school grounds inviting. They have many facets to explore: a music garden, interpretative play space, outdoor stage, cubby building area, oval, playground equipment, a range of quiet spaces and a wood-fired oven. We make use of the bush behind the school for learning activities, exploring the bush and regular family cook ups.
The teaching and learning model
Chewton Primary provides high quality literacy and numeracy learning. We believe in students having a strong voice and agency in their learning through goal setting, feedback and learning through their areas of interest and passion. Both our indoor and outdoor areas are used as learning spaces.
Chewton Primary has an evidence based instructional model for planning and teaching in all areas of the curriculum, which is being embedded across the school. There is a focus on embedding the Workshop lesson structure for literacy and numeracy. We have a sequential curriculum aligned with the Victorian Curriculum.
Staff use a PLC (Professional Learning Community) framework to inform collaborative planning for differentiated teaching in literacy and numeracy, with an emphasis on using high impact teaching strategies to improve student outcomes.
The curriculum and programs
Our curriculum planning incorporates ethical, intercultural and personal capabilities. We take great pride in our ability to provide individualised learning programs, which cater specifically for the needs of each student. We provide Literacy and Numeracy support through differentiated learning and ensure that Individual Education Plans are in place. Staff work closely with parents and collaborate with each other to provide modified curriculum to support neurodiverse students.
We provide Art, First Nations ways: Country and Place, Sustainability and LOTE (Auslan) as our specialist classes. Individual music tutors also teach guitar, piano and drums. There is 1-1 technology for all students. We are a lead school for Respectful Relationships, incorporate Berry St trauma informed practice and Kimochis into our teaching and have a Mental Health and Wellbeing leader who supports students and staff. We use School Wide Positive Behaviours Supports to teach expected behaviours and create a positive learning environment for all.