Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1486645
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage 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.
1. Program Development and Delivery
Design and implement a comprehensive Kitchen Garden program that is aligned with the school¿s curriculum, particularly in the areas of Science, Health & Physical Education, and Sustainability.
Develop engaging, hands-on learning experiences for students, integrating both gardening and cooking lessons.
Create age-appropriate lesson plans and activities that cater to the diverse learning needs of students.
2. Curriculum Integration
Ensure that the Kitchen Garden program is integrated into the broader school curriculum, fostering connections across subject areas such as Science, Literacy, Numeracy, and Wellbeing.
Provide cross-curricular links that engage students in environmental, health, and sustainability issues.
3. Student Engagement and Wellbeing
Foster a positive and inclusive learning environment where students are encouraged to actively participate and collaborate in the kitchen and garden.
Promote student wellbeing through practical activities that support social, emotional, and physical development.
Encourage students to explore healthy eating habits, sustainable living practices, and environmental stewardship.
4. Safety and Risk Management
Maintain a safe and hygienic working environment in both the garden and kitchen.
Implement and educate students on safety practices related to the use of gardening tools, kitchen equipment, and food preparation processes.
Adhere to relevant health and safety regulations and guidelines, ensuring all activities are conducted in a safe manner.
5. Differentiation and Inclusion
Differentiate learning activities to meet the diverse needs of students, including those with special educational needs, disabilities, and students for whom English is an additional language (EAL).
Create an inclusive learning environment where all students feel valued, supported, and able to succeed in both garden and kitchen settings.
6. Collaboration and Community Engagement
Collaborate with school staff, including classroom teachers, to integrate garden-based learning across various subjects and grade levels.
Work with parents, carers, and local community groups to strengthen support for the program and enhance student learning.
Build partnerships with local sustainability organizations, food education experts, or farmers to enrich the program.
7. Program Reflection and Continuous Improvement
Regularly evaluate and reflect on the effectiveness of the Kitchen Garden program, making adjustments as needed to improve student outcomes and engagement.
Collect feedback from students, colleagues, and parents to inform ongoing program development.
Participate in professional development opportunities to enhance your knowledge and teaching practices in sustainable food education, gardening, and cooking.
8. Resource Management
Oversee the maintenance of garden and kitchen resources, including tools, equipment, and materials, ensuring they are used effectively and safely.
Manage inventory, budget, and procurement of garden and kitchen supplies in alignment with school policies.
Ensure that both the garden and kitchen spaces are well-maintained and conducive to learning.
9. Reporting and Documentation
Keep accurate records of student participation, achievements, and learning outcomes in the Kitchen Garden program.
Report on the progress and impact of the program to school leadership, parents, and the broader community.
Document lessons, activities, and reflections to create a clear record of student progress and program effectiveness.
10. Sustainability and Long-Term Planning
Foster a culture of sustainability within the school through the ongoing development of the Kitchen Garden program.
Identify strategies to ensure the program¿s sustainability, including resource management, funding opportunities, and community involvement.
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.
St. Albans Meadows Primary School was established in 1980. Our school is situated in the City of Brimbank, approximately fifteen kilometres to the west of Melbourne, just beyond the Western Ring Road. The community, which is somewhat isolated by the Ring Road and other major roads, is dominated by the Grantham Green housing estate, which is now quite well established.
Many young families occupy houses in the estate and the majority of their children attend our school. Some students also attend the school from as far afield as Sydenham. St. Albans Meadows has a high reputation as a caring and progressive school and parents of students with gifted academic ability, learning difficulties and/or behavioural problems, choose the school because of the quality of its educational and welfare programs
The school enjoys excellent relations with Southwold Street Kindergarten, the source of most of our prep enrolments.
Enrolment trends have shown growth from 270 children in 1998 to 475 children in 2019. Enrolments are expected to remain fairly stable at the 460+ students range. 77% of the students are from Non-English Speaking Backgrounds (NESB) and 35% of these students are of Vietnamese descent. The NESB students represent a wide range of nationalities, linguistic groups and cultures.
Involvement in school decision-making is valuable for children and can be fostered through such activities as membership of the Junior School Council and attending our Leadership Camp.
Teachers are dedicated to developing each child¿s potential. They strive to achieve best practice in their approaches to teaching and learning. Frequent participation in quality Professional Development activities is encouraged and a very strong emphasis is placed on a team approach to curriculum planning, implementation and evaluation.