Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1544297
Alphington Primary School is a vibrant and high-performing primary school of approximately 400 students, situated in Melbourne¿s inner north-east between Heidelberg Road and the Yarra River. Set within an established residential community and close to parklands, sporting facilities and public transport, the school has a long history of strong connections with its local community.
A significant strength of Alphington Primary School is the partnership between students, staff and families. Parents and carers are actively involved in school life through School Council, community events, fundraising, classroom and learning activities, and a range of other opportunities. This strong sense of community contributes to a welcoming and connected school environment.
At Alphington Primary School, we are committed to optimising learning growth for every student and empowering students to be active participants in their learning. Our work is underpinned by two school rights: Everyone has the right to feel safe and Everyone has the right to learn as much as possible. These are supported by our school values of Kindness, Respect, Resilience, Curiosity and Integrity, and our learner dispositions of Determination, Creativity, Optimism, Reflection and Collaboration.
Teaching and learning at Alphington Primary School is informed by the Victorian Teaching and Learning Model 2.0 and contemporary evidence about how students learn. We have a strong focus on explicit teaching, purposeful practice, checking for understanding and responsive teaching. Teachers work collaboratively to plan and deliver a guaranteed and viable curriculum, using assessment and evidence of student learning to identify learning needs, differentiate instruction and monitor student growth.
Literacy and numeracy are key priorities. Our approach to English incorporates evidence-informed practices in reading, writing, phonics, vocabulary, fluency and comprehension. In Mathematics, the school uses a consistent F/6 approach incorporating explicit instruction, daily review, purposeful practice, problem solving and multiple sources of assessment to ensure students are appropriately supported, extended and challenged.
Student agency is an important element of learning and wellbeing at Alphington Primary School. Students are supported to understand what they are learning, recognise their progress and identify their next steps. Leadership opportunities, Houses and cross-age TRIBES groups further develop student voice, responsibility, belonging and connection across the school.
The school is committed to creating an inclusive environment in which every student can participate, learn and thrive. Our developing Multi-Tiered System of Supports (MTSS), Disability Inclusion work and whole-school approaches to wellbeing support the academic, social and emotional needs of students. Staff work collaboratively with students, families and specialist professionals to provide targeted support where required.
Students participate in a broad curriculum complemented by specialist programs including Performing Arts, Visual Arts, Physical Education, STEAM and Languages. Camps, excursions, incursions, sporting opportunities, performances and community events provide rich experiences beyond the classroom and are an important part of school life.
Alphington Primary School has a highly committed and collaborative staff who hold high expectations for themselves and their students. Professional learning, collaborative planning, Professional Learning Communities, learning walks, coaching and opportunities for staff leadership support a culture of continuous improvement. Teachers are encouraged to reflect on their impact, learn from colleagues and contribute actively to whole-school improvement.
Our facilities include contemporary learning spaces, library facilities, specialist learning areas and a competition-grade gymnasium. Extensive outdoor spaces provide opportunities for sport, creative and active play, and passive recreation.
Alphington Primary School offers prospective staff the opportunity to join a connected and supportive school community with high expectations for learning and behaviour, a clear evidence-informed approach to teaching, and a strong commitment to professional growth. We value the individual strengths and contributions of students, staff and families and work collectively to ensure every student feels safe, connected and able to learn as much as possible.
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.