Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1503509
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.
Princes Hill Primary School is located in the City of Yarra in the North-Western suburbs of Melbourne, approximately four kilometres from the Melbourne Central Business District, with a capped enrolment of 450 children. The school was founded in 1889. Princes Hill has a vibrant and inclusive community and the school¿s culture of respect and care for others fosters a cooperative environment. The school is developing as a strong community through meaningful and authentic collaboration; this enables the children to shape the present and the future of their community. The school¿s intent is to nurture the desire to continue to learn throughout life and foster the capacity to exercise judgement and responsibility in matters of morality, ethics and social justice by all members of the school community. Supporting our purpose are three core values: respect, learning and a sense of community. The school offers a range of programs and structures designed to facilitate student learning, engagement and social responsibility. Children as participants in the 21st century need to understand themselves as learners, learn to work collaboratively, engage in new technologies, learn how to access new skills and knowledge and develop the skills of thinking creatively, laterally and critically. The school¿s beliefs about learning, pedagogical practice, organisations structures and the physical environment reflect these core principles.
In 2022 the school community reviewed the school¿s practices and procedures and outlined a 2021-2025 strategic plan to further develop the vision for the school. The vision is implemented through principles of learning which are continually reviewed and developed each year. The current principles are:
Children are active, important members of a variety of communities e.g. family, school, ethnic cultures, multi-media and friendship groups ¿ their understanding of the world develops through these social and cultural interactions
New pedagogical practices are continually evolving to enact these principles through inquiry led research projects which incorporate the Victorian Curriculum. The approach focuses on targeted teaching and learning, individual and small group conferencing, workshops with a focus on provoking thinking and projects and provocations to enact the learning. All aspects of organisation have been reviewed including grouping of staff and students, curriculum content, time management and parent involvement. Children and their team of teachers create a community of learners within a neighbourhood. Parents are active participants in all aspects of the school involved in committees, mentoring children using their areas of expertise such as Artist in Residence Programs and active participants in learning neighbourhoods. Children, parents and teachers are continually involved in active research, developing the evolving vision and practices of the school. The intent is to create an organisation which responds to the curiosity and drive to understand by all the participants. This is a democratic and collaborative process in which the roles of all the participants are transformed, fluid and interchangeable. Curriculum is focused on exploring Big Ideas relevant to the community. Projects begin by exploring the communities¿ pre-existing understandings, sharing experiences to provoke new possibilities, determining and enacting a research project and sharing findings with the community. Documentation of projects in progress and completed projects is key to making the learning visible to all members of the community. The new and refurbished physical environments are designed to reflect and support the school¿s principles and practices