Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1509320
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.
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
Applicants are encouraged to refer to our Staff Code of Practice which is located on our website.
Applications should include:
a cover sheet providing your name, home address, telephone contact details and whichever is applicable ¿ VIT or Working With Children Check registration number;
a specific response to the selection criteria with regard to the position advertised;
a summary of experience and qualifications; and
the contact details (names, telephone numbers and email addresses) of three referees who can provide information regarding your application in relation to the key selection criteria. Please note that referees other than those nominated may also be contacted. Consistent with policy guidelines should this occur, you will be advised.
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.
University Park Primary School is situated in the City of Brimbank, near Victoria University. The school opened in 1972 and is located between an established residential area and extensive new housing sites in the suburb of Cairnlea, 20 kilometres west of Melbourne.
As a small school, we pride ourselves on being a school of excellence, where students can achieve their full potential in literacy and numeracy development as well as across a broad range of key learning areas. There is a whole school approach to the teaching of literacy and numeracy, supporting students with special educational needs, whilst also providing additional opportunities for more able students. We ensure that our teacher practice reflects the current research in order to provide the best learning outcomes for our students, in a safe and supportive environment.
At University Park PS, we share a common belief that all children can learn to a high standard and all children want to learn. We support the development, learning and achievement of every student in our school. Together, in collaboration with parents and communities, we undertake the actions necessary to support the development, learning and achievement of every child. The school¿s motto of "Learning Together - Achieving Success" is reflected in its team approach to teaching and learning.
At our school, we deliver a holistic approach to education underpinned by high expectations which considers the individual, academic, emotional and social needs of the students. We provide our students with the technological, social and academic requirements to become lifelong learners and productive adults in our community.
We believe that parents and teachers are partners together in the provision of outstanding educational opportunities for the children. Our community encourages your participation in all aspects of school-life.
The panel reserves the right to seek additional references from outside those nominated by the applicant.
The role of the LNEIP Classroom Teacher may include, but is not limited to:
providing structured, small group learning programs in both literacy and numeracy. The programs are taught using a documented sequence of lessons designed to support the specific learning gaps of participating students
providing small group learning support to all students across Years 1 to 6 who `need additional support' in literacy and/or numeracy
recording information about which students are identified for small group learning support
measuring attainment for each participating student using a standardised assessment tool at the commencement and the conclusion of the year.
The role of the classroom teacher may include, but is not limited to:
Direct teaching of groups of students and individual students;
Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
Undertaking other classroom teaching-related and organisational duties as determined by the School Principal;
Participating in activities such as parent/teacher meetings, staff meetings, camps and excursions;
Undertaking other non-teaching supervisory duties.
The Literacy and Numeracy Early Intervention Program (LNEIP) provides government primary schools with funding to deliver targeted small group learning support to students in Years 1 - 6 who are performing significantly below their age-expected standard in literacy and numeracy. This is in recognition of the importance of early intervention to support students build foundational skills of literacy and numeracy.
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.