Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1497336
Overport Primary School - Success For All.
At Overport we value:
CARES: Commitment; Acceptance; Respect; Excellence; Success
Overport Primary School, which is located in Frankston, enjoys an outstanding reputation within the local and wider community. This is demonstrated by the significant growth in enrolments; the school continues to have a steady number of students with a current enrolment of 683 students across 30 classrooms.
The school's mission statement, ¿Overport is an inclusive school community committed to providing engaging and challenging educational opportunities that support individuals to achieve their full potential¿, is underpinned by the strong core values of Commitment, Acceptance, Respect, Excellence and Strength.
Our school values and rules are: Be Safe, Be Respectful, Be a Learner. These are designed to ensure a consistent and explicit approach to school behaviour and expectations, ensuring all students feel safe and happy.
Our students are supported by a highly professional staff, comprising of our principal and two assistant principals, 45 teaching staff and 18 education support staff. Classroom programs are designed to support individual needs and are enriched by a number of specialist and support programs which include: Health and Physical Education, Visual Arts, Performing Arts, LOTE (Japanese), Digital Technology and STEM program, and two literacy intervention program: LEAP ¿ Literacy Enrichment Assistance Program and Literacy Tutoring.
The staff are dedicated and committed to developing a learning environment which maximises the overall educational needs of our students and endeavours to achieve the best social, emotional and educational outcomes for all students. Our school is committed to working with students as individuals, adapting programs to their specific needs through a differentiated approach to curriculum and instruction. Our teachers plan in strong teams together and share experiences across year levels.
The school undertook a major building program that has seen a complete rebuild. This has led to classrooms being designed with flexible learning spaces that offer the opportunity to embrace innovative practices throughout the school. The school also provides a multi-purpose hall, and a well-equipped Library, Visual Arts centre, Performing Arts centre, LOTE room, STEM rooms and Computer hub. Out of Hours School Care, operated by ¿Extend,¿ is offered for families on site.
The use of Interactive televisions in all classrooms, school iPads and laptops in the classrooms and a computer hub allows us to support students¿ technological learning. We have upgraded our ICT infrastructure and have a rolling lease that continues to grow our number of resources. We aim to continually improve access for all students to provide the digital tools to support their learning and continue to grow our knowledge and skills in this area.
Extra-curricula activities to engage our students in a range of learning opportunities include:
School production for senior students and end of year concert for all students, Wellbeing Weeks, Footy Day, House Athletics, Book Week Celebrations and End of year Christmas Concert, as well as a myriad of camps and excursions. Students are able to receive private music tuition in the areas of keyboard, woodwind and brass instruments, guitar and drums. Students have the opportunity to participate in swimming programs from prep to 4 and a water safety program in 5 and 6. During lunchtime our library is also open for students to enjoy.
Our School Council and its sub-committees are highly active. School Council is responsible for fundraising, community social events and our grounds, as well as supporting curriculum initiatives. Our parents also can be involvement in classroom programs, fundraising, sports activities, camps and excursions, and numerous other activities. Our vegetable garden is used to educate our students on the value of growing and harvesting along with developing environment awareness and sustainability and understanding biodiversity through our STEM program.
Students are encouraged to act responsibly, showing respect for people, the environment and public property. A strong approach to wellbeing, which includes Restorative Practices, is designed to support student social competencies across the school. We promote GEM -Gratitude, Empathy and Mindfulness, throughout the school.
We welcome our community to join us at whole school assemblies which happen throughout the term on the basketball court. All levels have an assembly most weeks giving out awards and celebrating learning. As well as an acknowledgment for the Bunurong people of the Kulin nation, and the National Anthem and school song, the children make the following pledge:
I promise to do my best
for my country Australia,
for my school Overport,
and to help other people at all times.
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.