Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1487091
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.
Oakleigh Primary School and Kindergarten, celebrating 150 years of educating students, is part of a thriving, bustling, multicultural community, 20km from Melbourne in the south easter suburbs. Our enrolment is around 450 students, currently having 20 classes. The school population reflects our cultural diversity with over 25 different nationalities represented with over 40% of students having English as an Additional language. Our families generally reside from medium to high socio-economic and educational circumstances and have high expectations.
A Kindergarten is located on the premises with a consistent enrolment of over 100 children. It has strong links with the school and is a much loved by the community.
The school¿s vision is for each child to become happy, healthy and resilient and well equipped for the challenges of lifelong learning. We aim to prepare them to contribute to broader society, as well as achieve their full academic, creative and social potential. At the heart of Oakleigh Primary School and Kindergarten¿s educational philosophy is the firm belief that all students can become successful learners and we achieve this by providing a welcoming, positive, safe and inclusive learning environment in which everyone is treated equitably, individual strengths are recognised, and all achievements are celebrated.
The school is a leader in teaching positive education, underpinned by the research of Professor Martin Selinger and the PERMA Framework: Positive Emotion, Engagement, Relationships, Meaning and Accomplishment.
The school further developed this work by creating values, linked to PERMA Framework. They are Kindness (Positive Emotion), Connection (Engagement), Respect (Relationships), Responsibility (Meaning) and Growth (Accomplishment).
These values form the basis of the actions in our learning community at Oakleigh. There are 5 norms expected of all students, which are linked to our school values:
Health and Wellbeing, including Positive Education, Respectful Relationships and the Berry Street Education Model, underpins every aspect of our school. We believe that an individual¿s wellbeing is the foundation on which success in life is built. If students are able to develop healthy levels of personal wellbeing, they will be more likely to achieve academic potential; more likely to establish supportive relationships; more likely to make a meaningful contribution to their community and more likely to lead a fulfilling life.
The school provides a stimulating and broad-based education program based on the Victorian Curriculum.
We are committed to maximising each child¿s academic potential complemented by a holistic approach to cater for individual needs. An integrated approach to curriculum planning, teaching and assessment is employed by teachers, with a strong focus on Literacy and Numeracy.
The school employs the Multisensory Structured Language Approach to teach reading, writing and spelling. This is coupled with components of the BIG 6- oral language, phonological awareness, phonics, vocabulary, fluency and comprehension. Embedded into this approach is explicit instruction, use of decodable texts and rich mentor texts to foster a love of reading, reading conferences, independent reading and literature studies. F-2 teachers have implemented the department¿s mandated 25 minutes of phonics instruction. The school uses the 6 Traits to teach writing- Vocabulary Organization, Ideas, Conventions, Excellent Word Choice, Sentence Fluency + Publishing. These are taught through different genres as well as the integrated into phonics instruction each day.
Numeracy is taught daily focusing on the proficiencies in Mathematics- Understanding, Fluency, Reasoning and Problem Solving. There is explicit whole class instruction and students working on differentiated tasks. There is focus on and hands on approach, modelling and mathematical language, building computational thinking, solving problems and undertaking investigations. Use of digital tools and games is used throughout the school.
The Professional Learning Communities (PLC) Approach is used to drive team planning and cohesion. Underpinning this structure is building a culture of collaboration and collective responsibility for teaching and learning programs.
Specialist subjects include Visual Arts, Performing Arts, Language Other Than English (LOTE) - Japanese, Physical Education and STEM (Science, Technology, Engineering and Mathematics). The school has an inviting and well-resourced library, with classroom teachers taking their students each week to borrow books and read the wide range of literature on offer. The school offers a range of extension and support programs based on student needs and has an English as an Additional Language Teacher.
For further information interested applicants are encouraged to visit our website at: www.oakleighps.vic.edu.au
The school is looking for a Year 5/6 Teacher. There will be a thorough induction, and you will be part of a strong, dynamic and supportive team.