Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1499539
SC1
Demonstrated knowledge of the Performing Arts curriculum (Music, Drama and/or Dance), including the capacity to design engaging learning experiences that integrate creativity, performance skills and arts appreciation. Demonstrated experience in responding to diverse student abilities and learning needs through differentiated artistic and creative practices.
SC2
Demonstrated experience in planning for and implementing high-impact teaching strategies within the Performing Arts, guided by knowledge of how students learn in creative and practical contexts. Demonstrated ability to evaluate and adapt learning and teaching programs to support student growth in performance, collaboration, and creative expression.
SC3
Demonstrated experience in monitoring and assessing student achievement in the Performing Arts, using a range of formative and summative approaches. Demonstrated ability to use assessment data, performance evidence and student reflection to inform practice, track learning growth, and provide meaningful feedback to students and parents.
SC4
Demonstrated interpersonal and communication skills, including the ability to inspire and motivate students in artistic pursuits. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues, external artists and the wider school community to support student learning, wellbeing, engagement and opportunities in the arts.
SC5
Demonstrated behaviours and attitudes consistent with Department values. Demonstrated commitment to reflective practice and ongoing professional learning in Performing Arts pedagogy and performance disciplines to continually enhance teaching quality and student outcomes.
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.
John Henry Primary School, established in 2017 under the leadership of our current principal, Tanya Roberts, has since built a strong foundation of culture, policies and procedures aligned with our school vision: At John Henry Primary School, we strive to provide the highest quality teaching and learning opportunities for our community.
Our school has an embedded culture of support and collaboration, where year level teams work together to monitor and plan for each child¿s learning growth. John Henry Primary School has a strong Professional Learning program, offering both external professional development opportunities (e.g., Berry Street, Michael Ymer) and P. D. sessions led by our experienced staff, Learning Specialists and Principal Team.
As a Positive School-Wide Behaviour school, we uphold key expectations: Be a Learner, Be Respectful, Be Responsible, and Be Safe. For more information on our school¿s ethos, programs, and Strategic Plan 2024¿2027, as well as our Vision, Values, and Mission Statement, please visit our website: www.jhps.vic. edu.au.