Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1479743
Tucker Road Bentleigh Primary School is committed to continuous improvement and provision of quality teaching and learning. We have large grounds with extensive play facilities, a full-sized oval, and a separate Out of School Hours Care facility (Rainbow House) run by TheirCare. The school received a BER (Building the Education Revolution Project 2009), which has 6 classrooms, a central shared space and withdrawal offices. In 2019, another government building project grant assisted with the development of a large gymnasium and sports office. In 2021, we undertook a further government building project, which included the development of a new administration building and a classroom building (4 classrooms and central area, toilets, and teacher workspace). TRBPS has a central block of 8 classrooms with specialist classrooms, STEAM room and a refurbished Library with a courtyard garden. Our school grounds provide a safe and secure environment, where students are nurtured in their intellectual, physical, social, and emotional development. Creativity, enthusiasm, passion, and cooperation are encouraged through a concerted focus on Health/PE/Sport and the Arts (music, performance, and visual arts) as well as fostering the importance of learning a Language Other Than English (Italian). Our learning programs and instruction are differentiated to cater for the needs of all students. A variety of student interest activities are in operation such as, lunchtime activity clubs and after school extra-curricular activities such as Karate, Hebrew (UJEB) language and religious studies, instrumental program, LEGO, and basketball (all private providers).
We develop quality curriculum programs that are differentiated to meet individual students needs and provide co-curricular specialist area programs such as, the Music and Visual Arts, LOTE (Italian) and PE/sport. Emphasis is placed on inquiry learning for the development of critical thinking, problem solving, IT and collaboration skills to ensure provision of comprehensive and engaging learning programs for students. The Student Family Occupation Education (SFOE) index is 0.16. The staff consists of 1 Principal, 1 Assistant Principal, 3 Administration Support, 2 Learning Specialists (Literacy and Numeracy), 1 Acting Learning Specialist (Data Literacy), 1 Disability and Inclusion Wellbeing Leader (parttime), 16 classroom teachers, 3 specialist teachers and 7 Educational Support Staff. There is a strong collaborative partnership between parents/carers and staff, with high levels of parent/guardian and carers participation in school life. Tucker Road Bentleigh Primary School has 390 students and offers a caring, inclusive, supportive, and inspiring learning environment.
The School Improvement Team (SIT) and the School Council work in partnership to provide a considered focus on improving educational opportunities and learning outcomes for all children. We strive for excellence in academic achievement and promote the development of the whole child through a strong co-curricular that values the arts, learning another language and active participation in sport. The school values of Respect, Accountability, Inclusion, Perseverance, Resilience and Empathy underpin our school community ethos. The School Values drive the management of student wellbeing including the development of individual goals, behaviour expectations and a positive classroom learning environment. We utilise a Restorative Practice approach when assisting students to manage their behaviour and when dealing with social and emotional issues or concerns. The School has current partnerships with Real Schools and The Resilience Project. The school¿s vision is focused on developing students that are literate and numerate, multi-skilled, creative, and life-long learners. We want our students to have confidence and be resilient, to be good communicators, problem solvers and collaborators and to develop a positive mindset to overcome any challenges and to celebrate success in life.
The school values were developed in conjunction with all stakeholders of the school community during 2022. Our Vision statement is: At Tucker Road Bentleigh PS we provide opportunities for all students to acquire the skills that will enable them to become life-long learners and have a positive impact in their world. Students are supported to achieve their academic personal best and build upon their emotional, social, and physical wellbeing. Our school culture and practices ensure everyone is valued and has the opportunity to thrive and be successful.
The Tucker Road team strongly believes in working together to support all students as they move along the `Road to Success¿. New families are most welcome to join the community spirit of our school environment.
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.
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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.