Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1548016
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.
Ormond Primary School is a smaller school with a big heart and high aspirations.
Located in the heart of Ormond, in Melbourne¿s south-east, we are a connected community of 328 students. We value the strong relationships we build with our students, families and one another, working together to support student learning and wellbeing.
Our newly established school values of Care, Connect and Grow reflect who we are and the culture we are continuing to build. We hold high expectations for student learning and recognise the importance of creating a positive and supportive environment where all students can experience success.
At Ormond Primary School, we are committed to three guiding pillars that underpin our approach to teaching, learning and community:
Together, these pillars reflect our shared purpose: to equip our students to become positively contributing members of society.
Leadership and Collaboration
Our leadership team comprises a Principal and Assistant Principal, supported by a distributive leadership model. Our School Improvement Team, including a Learning Specialist and Team Leaders, works collaboratively to drive our school improvement priorities and support the ongoing development of teaching practice.
We have a dedicated team of classroom and specialist teachers, supported by Education Support staff, including a part-time Business Manager, full-time Office Assistant and Integration Aides. We value the diverse skills and experiences of our staff and recognise the importance of working together to achieve positive outcomes for our students.
Our specialist programs include Performing Arts, Visual Arts, STEAM, and Health and Physical Education. We also offer Auslan as our language program, delivered within classrooms.
Teaching and Learning
We are committed to strengthening evidence-informed teaching practices, drawing on cognitive science and the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) to guide our work. We recognise the importance of explicit instruction, a knowledge-rich curriculum and purposeful assessment in supporting student learning.
We are proud of our whole-school approach to systematic synthetic phonics through PhOrMeS and are continuing to strengthen our structured literacy instruction, including the use of novel studies.
We place a strong emphasis on collaboration and professional learning. We utilise the Sprint model to provide a structured approach to continuous improvement, enabling teachers to work collaboratively to identify student learning needs, implement evidence-informed teaching strategies and evaluate their impact.
Wellbeing and Inclusion
We recognise that student wellbeing and learning are closely connected. We are working to strengthen consistent whole-school approaches to classroom routines, student engagement and behaviour to create calm, predictable and supportive learning environments.
We are progressing our implementation of the School-Wide Positive Behaviour Support (SWPBS) framework, focusing on developing shared expectations, explicitly teaching positive behaviours and building consistency across the school.
We value inclusion and are continuing to strengthen our practices and support structures to respond to the diverse learning and wellbeing needs of our students. This includes our emerging work in developing a Multi-Tiered System of Supports (MTSS) approach.
Professional Culture
We value the professional growth of every staff member and believe that ongoing learning, collaboration and coaching are essential to improving teaching practice and student outcomes.
We are proud of the positive and connected culture at Ormond Primary School and the work we are doing together and are looking for someone to meaningfully contribute to our journey.