Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Barwon South West - Glenelg
Reference: 1510038
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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:
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 has been advertised as part of the Regional Relocation Incentives (RRI) and includes retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.
Payments and support on offer (subject to candidate eligibility criteria, see below):
RRI candidate eligibility criteria:
For further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding this offering is available on the department's website at https://www.vic.gov.au/Relocation-incentives-to-teach-in-Regional-Victoria
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.
Casterton Primary School is located in the pretty township of Casterton in
the Western District of Victoria (South West Region) well known for its
red flowering gums and the Kelpie Festival. Casterton is a historic rural
community, 356 kms west of Melbourne, an hour west of the Grampians
National Park and 45 minutes east of the wine-growing region of the
Coonawarra. The school was originally established in 1857 and grew with
the development of the town and its rural industries. The school
population is currently about 110 students drawn from the town and
surrounding farming community. The primary school is centrally located
within the town and is set within spacious grounds and maintains modern learning spaces. There are three large teaching blocks, an administration/staff area, art room and hall/gymnasium. An additional
teaching block has undergone significant refurbishment and contains a
large multi purpose area with kitchen and servery for our Stephanie
Alexander program, a new library area with research stations and
technology for 24 students at a time, a large conference area and a
smaller meeting space. The school has established whole school
approaches to teaching English and Mathematics and follows the VTLM
2.0 model to support evidence based approaches to teaching and
learning. Sounds Write is embedded in the junior school and Spelling
Mastery is used in the senior school. The Science of Reading approach supported through Ochre Education (novel studies, scope and sequences and lesson plans) drive English throughout the school. Dibels Assessments are used to support differentiated teaching in the junior area. Numeracy data sources include NAPLAN, PAT, Maths Online Interview and Essential Assessments. Specialist programs offered are Music, Indonesian, Art and Technology and the school is embedding the Stephanie Alexander Kitchen Garden program across all year levels. The school's values are "respect, kindness and excellence" and these are central to the school's focus for student wellbeing and engagement, along side Play is the Way.