Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1503428
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.
School Profile
Mossgiel Park, in the heart of Endeavour Hills, is an innovative and exciting place to learn. The school is committed to quality in education and providing the best educational opportunities for all students.
In partnership with parents, teachers and students in the school community, MPPS aims to provide a happy, safe and supportive learning environment that emphasises success, challenge and enjoyment in learning and prepares students for life in the 21st century. A large part of this preparation for life involves the cultivation and development of learning dispositions and skills known as the 6Cs (six Competencies). These competencies, Character Education, Communication, Collaboration, Creativity, Citizenship and Critical Thinking and Problem Solving, form the foundation for teaching and learning at MPPS.
Facilities:
Mossgiel Park Primary School was designed around an administrative core. Fourteen permanent classrooms were added in 1999 and a gymnasium was completed in 2000. Three relocatable classrooms and a science room, a well-resourced Library and ICT Centre and a purpose-built Art room enable us to offer a wide range of programs. The facilities were upgraded in 2010 when a new construction project- multi-purpose centre providing a full size gymnasium, music centre, kitchen and meeting room was completed. Blessed with extensive grounds, the children enjoy three separate playgrounds purpose designed for their age, a soccer pitch, softball diamond, football oval and cricket nets. The large asphalted areas include two basketball/netball courts, ball courts, and play areas. The children have also worked with community groups to develop the environmental Frog Pond area, the ¿Japanese Garden¿ reflective learning space,.
These, along with our existing facilities, enhance the high quality of education that continues to be offered within the walls of our school.
Demographics:
Our current Enrolment of 249 students comprises more than 35 different ethnic groups.
With an SFO density of 0.62 MPPS is a disadvantaged school community, with a substantial proportion of families eligible for government assistance, a majority from Non English Speaking Backgrounds, and a significant proportion with deprived language backgrounds despite being born in Australia.
Some of our parents (both NESB and English-background) have very low levels of literacy, and there are many families with inter-generational histories of unemployment and poverty. We experience high levels of transience attributable largely to children in emergency housing including victims of domestic crisis, refugees and sponsored immigrants.
We have a very experienced teaching workforce and an exceptional team of Education Support Staff.
Educational Program:
The Victorian curriculum has been effectively implemented through integrated units of work developed by teams of teachers in sub schools. Assessment for and of learning is embedded in our units of work and teachers work with students to devise authentic forms of assessment and rubrics. There is a strong school-wide commitment to literacy, numeracy and science. LOTE (Indonesian) is taught from Foundation to Year 6 and all students enjoy specialist teaching in Visual Arts, Library, Health &Physical Education, Digital Learning and Podcast Studio.
Students and teachers are working to extend their understanding of new and exciting technologies while becoming responsible digital citizens and the Environmental programs and our robust social and wellbeing programs, help connect children to our school and to the wider community.
We value the MiniLit and provide EAL for students as they master English. Additional assistance for students includes private counselling, speech pathology support and regular visits from an occupational therapist
Health and Wellbeing:
At MPPS we promote the uniqueness of one¿s identity and self-worth as a member of the community. Students share a strong sense of school spirit and are committed to reflect our school motto `Strive to Succeed¿ in all they do.
As a school community we actively promote the safety and wellbeing of students, with all staff committed to providing a child safe environment, recognising and inclusive of the needs of all children, particularly students who are vulnerable due to age, family circumstances, abilities, or indigenous, cultural or linguistic background. In accordance with our legal obligations, including child safe standards, we are committed to protecting students from abuse or harm in the school environment. Further information regarding our school¿s Child Safe Policy and Staff Code of Conduct is available on the Mossgiel Park Primary School Website.
Our Kinder-Prep transition program ensures a happy start for our new beginners, and close links have been developed with surrounding secondary colleges to support students as they embark on their secondary education.
We encourage children to share and help one another through co-operative learning, cross-age activities, buddy reading and peer tutoring across the curriculum. Students are involved in decisions and take substantial responsibility for their own learning.
A sense of empathy for others is developed through involvement in various social service activities. A `House¿ system encourages a sense of belonging for our students, and enables children to be included in school decision-making.
The development of independence is encouraged through involvement in a carefully graded excursions and outdoor education program that offers students the opportunity to visit Sovereign Hill (attending the historic school), and enjoy adventure camps, in addition to participating in an extensive excursions program.
We are committed to providing a playground that is a safe and happy place to play.
Our student engagement program supports the development of friendships and co-operative play and provides positive strategies for making friends and dealing with bullying. The program is focused on teaching children the skills of co-operation, friendship and problem solving. It includes the (SEL) Social & Emotional Learning through the Respectful Relationship program, Smiling Minds and Student Voice, partnering with Quaglia Institute. The discipline policy is well understood by all children and staff members and positive behaviors are highlighted and rewarded.
The school also prides itself on the student achievement in Sport. We believe that the development of sporting and physical education skills encourage self-esteem and healthy living. Our physical education programs include P.M.P. (Perceptual Motor Program), athletics, intensive swimming and a full range of sports and games.
Staff commitment to extra-curricular programs is also recognised and highly valued by the school.
We are committed to providing a child-centered curriculum that emphasises success, challenge and enjoyment in learning. We believe that learning technologies can enhance learning in every key learning area and are committed to integrating them, where appropriate, into our classroom programs.
Mossgiel Park is very proud of its achievements and excited about all that the future has to offer.