Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Loddon
Reference: 1506541
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
This position is a shared classroom teaching position. The successful applicant will work 4 days (0.8), giving them a crossover day with the other class teacher.
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.
Maldon Primary School has a safe, positive learning environment where students can be happy, courageous and confident. We explicitly teach (through the School Wide Positive Behaviour Support framework) all our students to:
* Be Kind,
* Be Brave and
* Be Your Best
Our school's mission is to create a community of enthusiastic, curious learners who can problem solve and think creatively and critically. Our school's vision is to ensure students have strong connections to their peers and the local and global community so that they have a sense of belonging and can be happy, courageous and confident members of the community.
Maldon Primary School has developed close ties to the local community and enjoys support from our local shops and community organisations. The school is always looking for further ways to connect students to the broader community as it strives to provide quality education and enriched experiences for students.
Maldon Primary School, established in 1873, stands proudly in the main thoroughfare of Maldon, a historic gold mining town in Central Victoria. Our main school building reflects the heritage and history of our town, Australia's first "Notable Town". Our school grounds are spacious with a variety of areas for both formal and informal play. These include a soccer oval, football oval, basketball court and undercover playground as well as space for imaginative play and childhood games such as chasey and downball.
Maldon Primary School currently has 86 students enrolled from Grade prep-6. Currently there are 4 classrooms with a class structure of grade Prep/1, 1/2, 3/4 and 5/6. The current Student Family Occupation and Education (SFOE) index is 0.3259. Due to our school being a heritage building, classrooms are large, open spaces with flexible spaces within. All classrooms have a dedicated class library, space to sit at tables and chairs and floor space for the whole class to come together.
The staffing profile for Maldon P.S. is 1 Principal class employee, 6 Teacher class employees and 4 Education Support Staff. The school has 1 Learning Specialist in Literacy, 1 Maths Leader and 3 Specialist Teachers (Japanese, Phys Ed and The Arts). The school's leadership team involves the Principal and the Learning Specialist. Staff use their PLC knowledge to maximise teaching and learning, ensuring consistent teaching practices across the school and using data to inform teaching direction and next steps for learning to ensure that every child reaches their full potential. The size of the school enables all staff to work closely together to ensure the planning, teaching and learning continuously improves across the school and is the best it can be.
Student wellbeing is a priority at Maldon P.S. Staff have been trained in the Berry Street Trauma Informed Practice and School Wide Positive Behaviour Support Framework and implement the Respectful relationships program on a weekly basis. We have a Mental Health and Wellbeing Leader in our school.
Student leadership is encouraged across all grades, from line leaders in the Prep/1 classroom to School Captains and Friday Fundraisers in the Grade 5/6 classroom. Students in Grade 5/6 have the opportunity to discuss the leadership teams and elect to be part of one team. They have a mix of preparation/organisation time for their leadership role, as well as time to learn about leadership and the skills required.