Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1506537
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.
SC6 Demonstrated experience and expertise in teaching AUSLAN to primary school students, including the ability to develop and deliver engaging, developmentally appropriate learning programs. Demonstrated understanding of how to support students¿ language acquisition, communication skills, and cultural awareness through effective AUSLAN instruction.
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
Victoria Road Primary School is situated in the outer-eastern suburb of Lilydale and has a current enrolment of 240 students. Specialist areas are; Visual and Performing Arts, Physical Education, Auslan and Innovation HQ. Students have access to comprehensive ICT facilities. Our specialist programs are highly regarded and produce some outstanding results. The school is committed to the development of strong Professional Learning Teams and the building of teacher capacity within a supportive environment.
At Victoria Road Primary School it is our philosophy that when provided with supportive, inclusive and challenging environments, all children can develop their academic, social, emotional and personal ability. We believe it is crucial to offer all children the opportunity to develop a love for learning through nurturing curiosity, creativity and courage through taking part in rich and diverse educational experiences.
"WORKING TOGETHER FOR A BRIGHT FUTURE"
The Victoria Road Primary School community aims to provide a safe, supportive and productive learning environment for all students by:
developing each child¿s learning through explicit and personalised teaching
providing a broad range of quality teaching and learning experiences
engaging students in their learning and their community
developing social competencies
promoting sustainable practices
Our core school values are: Be Respectful to Yourself, Be Respectful Towards Others, Be Respectful Towards your Learning.
The school learning program involves planning and teaching in professional learning teams to meet the needs of individual students. Key improvement areas in our school¿s Strategic Plan (2017-2020) are to:
To improve growth for each student.
To enhance student engagement and agency in learning.
To enhance student wellbeing and building partnerships with parents/carers and the wider community.
To build a framework to enable effective instructional leadership.
Teachers at Victoria Road PS place a significant emphasis on the development of positive relationships with all students, strong, collegiate professional learning teams (PLCs) and the provision of a range of learning opportunities for students, both in and beyond the classroom. The school community is proud of the friendliness and inclusiveness of its students. Numerous extra-curricular activities are offered including: a wide range of sporting events, student leadership, instrumental music lessons, choir, an environmental sustainability program and a well-structured camping program.