Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1496940
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.
SC6 Demonstrated commitment to providing quality learning experiences, within a culturally diverse community.
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.
Wooranna Park Primary School is located within Dandenong North, situated in the south-east corridor of Melbourne approximately 34 kilometres from the Melbourne Central Business District and close to the Monash Freeway.
We are proud of our community, catering for a wide range of social, economic and cultural backgrounds. The current school population is 256 students with a Student Family Occupation and Education (SFOE) index of 0.5105, putting us in the high band. We are proud to serve a large proportion of students with language background other than English with 156 students speaking a language other than English at home. This is 60.7% of the student body. 104 of these students were born in Australia, but speak a language other than English at home. They represent 40.47% of the student body. 62 students speak Dari at home, 39.74% of our EAL student population. Next we have 11 students who speak Serbian, followed by 9 students who speak Vietnamese and 9 who speak Hazaraghi.
In 2023 we collaborated as a community to update our school vision, mission and values. Our school¿s vision states that we are striving to create a bright future for every learner. As such we are here tobuild the foundations for life, in an inclusive and welcoming learning environment, as stated in our mission. All members of our school community are expected to follow our school values of being Safe, Respectful and Responsible. These values form the pillars of our wellbeing and school wide positive behaviour approach to all interactions, empowering us all to Dream, Believe and Achieve as stated in our school¿s motto.
The school features two main school buildings, accommodating several learning spaces with a Building the Education Revolution (BER) gymnasium. Our school¿s grounds embrace the beauty and benefits of natural settings, with spaces such as a cubby building area, a running track, various playgrounds and a boat integrated into the landscape to encourage imaginative play and a connection with nature. The school hosts a vegetable garden, connected to our strong focus on the sciences, the environment and sustainability, as part of our STEM program.
In 2023 the school moved to a multi-age class structure, for years one to six, enabling us to have 12 composite classes while also creating professional learning communities to cater for the individual learning and wellbeing needs of all students, through PLC improvement cycles, planning, assessment and implementation. Our specialist curriculum subjects include Japanese, Performing Arts, Physical Education, STEM and Visual Arts.
The Professional Learning Community process has provided us with a collective focus on continuous improvement across the whole school, helping to strengthen the importance of research-based frameworks and a documented curriculum that is cohesive and sequenced.
Our students are supported by additional programs such as the Tutor Learning Initiative that identifies students needing support in Literacy and Mathematics. We also have had students participate in the Victorian High Abilities program in response to their NAPLAN assessments, enabling them to work with other students to share learning and ideas.
Resources have also been mobilised to support students' wellbeing and mental health. The School Wide Positive Behaviour support (SWPBS) framework has helped to bring the school community together to promote a positive, safe, respectful, and responsible learning culture. In 2024 we have been excited to implement the URStrong program to foster a culture of kindness and empower students with essential friendship skills. To date this program has provided us with a common language to address friendship dynamics, helping to navigate conflicts and build stronger, healthier relationships. We are also guided by the Be You framework to support students' and families mental health and wellbeing.
In addition, students at Wooranna Park Primary School have opportunities to participate in athletics, swimming, cross country and gala days competing against other schools in our District Sports Association. Our school staff organise lunchtime clubs such as art, choir, games, dance, Koorie and chess just to name a few, enabling our students¿ opportunities to show their talents and passions.
Currently 19 students receive funding through the Program for Students with a Disability (PSD) and another 6 have recently received funding through the Disability Inclusion Profile process, with several other children having high inclusion needs. All our students are supported through our tiered model of intervention, and our team of Education Support staff, including an inclusion leader, school chaplain and occupational therapist, are second to none!
The teaching staff comprises a range of levels of experience from recently graduated teachers to highly experienced teaching practitioners who are ready to engage in school improvement. The school¿s middle leaders are developing their capacity to lead the school forward to ensure we are providing students with the best possible learning outcomes for every student.
All staff are registered with the Victorian Institute of Teaching (VIT) and Educational Support Staff have relevant qualifications and Working with Children Checks (WWCC), as required by the Department of Education for employment.
The special school activities that engage our families are events such as our fortnightly assemblies, ANZAC day ceremony, arts show, Bunnings fundraising BBQ, book fair, book week parade, camps, easter parade, excursions, golden assemblies, 100 days of Prep, STEM expo, mothers and father¿s day events, storytelling afternoons, student led conferences, sporting events and clinics and our colour run, just to name a few! We also aim to promote and engage with our current and potential community through an active school Facebook page.
Village OSHC provides after hours school care in the Terry O¿Connor Centre (TOC) Monday to Fridays each afternoon.
There are plenty of opportunities for us to grow and develop this school together, creating a bright future for the children of the Dandenong North community. Please read about the aspirations we have for our community on our website: https://www.woorannaparkps.vic.edu.au/page/15/A-Message-from-the-Principal