Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Gippsland - East Gippsland
Reference: 1496224
Metung Primary school, establish in 1890, is situated in a natural bush setting on the Gippsland Lakes between Bairnsdale and Lakes Entrance. The local area has a healthy tourist industry based upon recreation, boating and fishing.
The school itself consists of the original rural school building and three relocatable classrooms. In 1984, an art room/library was built under School Council contract. Extensions were again carried out in 1994, when an administration wing was constructed. During 1997, new playground equipment was installed, and the school was repainted and renovated. Cricket nets were erected in 1998 with funding from START program. The former teacher¿s residence was removed in 1998, and the land converted to additional playground space.
The school currently runs three classrooms, a Prep/1, a grade 2/3, and a grade 4/5/6. These classrooms are supported by 1.0 FTE classroom teacher, a 0.8, 0.6 & 0.6 classroom teachers and the principal having a 0.2 teaching role. We also employ three Education Support classroom-based staff. Students have access to specialist programs that include Music, Physical Education, Art and the Mobile Area Resource Centre (MARC). In addition, the school has a Business Manager who is in the school office four days per week.
Metung Primary School is the administration base for the MARC librarian. The MARC scheme provides library lessons and borrowing for several schools in the East Gippsland District.
Metung Primary School aims to maximise the potential of students, both as individuals and within the community through nurturing a safe and stimulating environment where high expectations, empathy, inclusivity, teamwork, academic rigour, and lifelong learning are valued. Our school has an SFOE of 0.1913 (low band) and a stable enrolment of 51 students.
We provide our students with amazing one-to-one, small group, whole class, and whole school educational opportunities where we extend, challenge and nurture. Due to the small number of students in our school our passionate and committed teachers provide targeted learning tasks to meet the needs of each child. This along with great camps, many sporting opportunities and excursions, mean schooling is as much about education the whole child as it is a celebration of community life.
The school also takes great pride in its communication with parents via our weekly newsletter, website, via text, uEducateUs and parent information afternoons and evenings. Individual student school reports are distributed to parents and carers at the end of Terms 2 and 4. Parent Teacher interviews are held in Term 2 and 4.
This communication is further enhanced by the high level of parental involvement in school programs and in social and fundraising activities. Great emphasis is placed upon all issues affecting the welfare of our students; including Department of Education Training directives for new educational ideas, health and safety issues and other areas that may affect the wellbeing of staff and students. The School Council ensures that the principles of merit and equity operate within the school.
Our school has been identified as being of high bushfire and grassfire risk and is listed on the Bushfire at Risk Register (BARR)/ a category 2 school.
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 Mobile Area Resource Centre (MARC) teacher may include but is not limited to:
MARC Services
Metung Primary School is the base school for the East Gippsland MARC (Mobile Area Resource Centre) Program. The program is a finite service for smaller rural schools (priority access given to schools with enrolments of less than 100 students) including Bruthen Primary School, Buchan Primary School, Clifton Creek Primary School, Lindenow South Primary School, Metung Primary School, Newmerella Primary School, Nicholson Primary School and Nungurner Primary School.
MARC Program
The MARC program is a dynamic and creative part of the curriculum of small schools. The program is individually tailored to meet the needs of the students to which it caters and the teachers for whom it supports in the schools in the area.
The MARC Program is a high-quality educational program with the purpose of supporting and extending classroom literacy and research skills, fostering engagement and enjoyment of reading and providing students with library borrowing facilities. The MARC teacher is required to have a willingness and ability teach all areas of the primary curriculum such as numeracy, science, humanities and STEAM and also to continue the teaching program, with resources supplied by the school, being taught in member schools.
The MARC teacher is responsible for planning and teaching sessions for multi aged classes at the Member Schools and supporting schools with Affiliated Memberships. The MARC teacher also organises group sessions and events for the member schools.
MARC Teacher Requirements
This role involves the MARC teacher planning the educational program, travelling in the MARC van (potentially manual) to deliver the program to the member schools, provide library borrowing opportunities for their students and supporting teachers in accessing resources to support their practise.
The MARC teacher is also responsible for maintaining all administrative requirements of the program with time being allocated for this component of the role. This includes planning and timetabling and ensuring timely communication with Member Schools.
The MARC teacher also acts as the Secretary on the programs Committee of Management at Metung Primary School.
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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.