Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1491097
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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.
Merri Creek Primary School was established in 1891 and is situated on the banks of the Merri Creek in Fitzroy North, an inner urban Melbourne suburb. Enrolments sit around 440 students. Classes are single year level structures and include Foundation, Years 1, 2, 3, 4, 5 and 6. There is one Year 3/4 composite most years to allow for the differences in required class sizes between the junior and senior school.
The school strategic planning reflects the school community¿s high expectations for literacy and numeracy learning with a focus on ensuring teacher capacity to differentiate teaching to provide challenge and progress for every student, to embed consistent assessment practices that analyse and monitor the impact of learning to inform teacher practice and directions and establishing visible partnerships with the parent community through digital portfolios, to align with assessment and reporting.
Inquiry learning at Merri Creek Primary School is designed around a well-sequenced, knowledge-focused curriculum centred on the humanities and the sciences. These subject areas are delivered through the careful ordering of this curriculum content so that new information and concepts are built sequentially from year to year. Learning, reasoning, problem solving, and concept formation are learned within the curriculum content domains of history, geography, civics and citizenship, economics, biological, physical, earth, and chemical sciences. Students develop critical thinking and inquiry skills through strong knowledge of these curriculum domains.
Teachers use clear explanations to teach through modelling/guiding practice, through worked examples, and effectively supporting students in learning. By breaking down complex concepts into manageable parts, providing explicit instruction on each component and checking for understanding before gradually releasing responsibility to students, teachers can develop a solid foundation of understanding. Independent student work is carefully placed within a larger instructional sequence.
Merri Creek Primary School strives to provide a student-centred, stimulating learning environment that promotes rigour, curiosity, diversity and actively engages students in their learning through developing their physical, social and emotional wellbeing.
Specialist teachers provide a Language program, Music program (rock bands and musical performances), a Visual Arts program and Library. Merri Creek Primary School students engage in a range of creative pursuits, and we proudly celebrate their talents through displaying their work and conducting music performances at weekly assembly. We have a school arts festival on alternate years.
All class teachers collaborate in their teaching and learning teams to provide Physical Education. The teaching staff share ideas, knowledge, and plan together in professional learning teams focused on team and whole school planning and improvement. Students in Years 3, 4, 5 and 6 participate in annual camps, 5 and 6 students participate in inter-school sports, Foundation ¿ Year 5 students participate in swimming lessons annually. An Out of School Hours Music program employs teachers of piano, flute, violin, guitar, drums, voice and recorder to teach students after school in individual or shared lessons.
The school values are CARE ¿ Creativity, Acceptance of diversity and difference, Responsibility and Effort and school rules simply allow everyone to learn and to feel safe at school.
Community
We have a largely educated and professional community and education is greatly valued by parents, carers and students. There are high expectations as to student achievement and wellbeing. Families collaborate for the benefit of all the students, school programs and facilities. Families participate in the daily life of Merri Creek Primary School. These include formal and informal participation through membership of School Council and its sub-committees; working in classroom programs; actively working to improve the physical environment; fundraising and assisting with parent information and education. The high level of parent involvement in the school is greatly valued and encouraged.