Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1546050
Sunshine Heights Primary School is a passionate, vibrant and multicultural P¿6 school community in Sunshine West, in Melbourne¿s west. We are a community of approximately 360 amazing students, representing more than 40 different cultural backgrounds, and we see this diversity as one of our greatest strengths.
Our staff comprises approximately 41 equivalent full-time staff, including three Principal Class leaders, 25 teachers, 11 Education Support staff and two Allied Health professionals. We are part of the Deer Park/Sunshine Network.
At Sunshine Heights, we believe that relationships are the foundation for everything. We invest time in knowing and understanding our students and families and in fostering a genuine sense of identity, belonging and partnership. We are committed to building a community in which everyone can know, show and grow themselves openly and without judgement.
Our diversity is something we actively celebrate. Our annual Harmony Day celebrations are a highlight of the school year, culminating in an epic community Block Party that brings together our students, families, staff and wider community.
We also believe that schools should be joyful places. We work incredibly hard and have high expectations of ourselves and one another, but we laugh, celebrate, create, perform and have fun together too.
Teaching and Learning at Sunshine HeightsWe are ambitious about what our students can learn and passionate about the craft of teaching.
Our approach to curriculum, teaching and professional learning is informed by the Science of Learning and Reading and by the best available evidence about how students learn. We are building a coherent approach in which curriculum, pedagogy, assessment and professional learning work together rather than existing as separate initiatives.
Over recent years, we have undertaken significant curriculum development across our school. This includes the development of our own Systemic Knowledge Curriculum, carefully sequencing the knowledge we want students to develop from Prep to Year 6; a comprehensive approach to writing and sentence-level instruction; and explicit, systematic approaches to early reading.
Our Systemic Knowledge Curriculum reflects our belief that children should leave primary school with rich knowledge of the natural and social world around them. Science is an important part of this work, with students progressively building knowledge across the biological, chemical, physical and Earth and space sciences.
Alongside our curriculum work, we are developing a shared instructional approach to great teaching. Our work focuses on ensuring students are actively engaged in learning, teaching new material explicitly, checking understanding and responding to what we find, and supporting students towards accuracy, depth and mastery.
Professional learning is central to our culture. We believe that teaching is complex, intellectually demanding work and that expertise develops through learning, deliberate practice, feedback and reflection. Instructional coaching is an important part of how we work, and our teachers regularly work with colleagues and leaders to examine and strengthen their practice.
STEM at Sunshine HeightsWe want Science and Technology to be exciting, purposeful and intellectually rich parts of children's experience at Sunshine Heights.
Our STEM program provides students from Prep to Year 6 with opportunities to investigate, design, make, test, solve problems and apply their learning. We want students to experience the joy of asking why?, the satisfaction of figuring out how?, and the confidence to persist when the first solution doesn't work.
We also see STEM as bigger than what happens during a weekly specialist lesson.
Our school and grounds provide enormous opportunities for authentic learning. Our developing gardens, sustainability projects and connections with the local environment provide opportunities for students to engage with science in the world immediately around them. Technology and design provide further opportunities for students to create, solve authentic problems and see themselves as capable thinkers, designers and makers.
We want our STEM teacher to help us imagine what else is possible.
Who This Role Will SuitWe are looking for someone who genuinely loves Science and Technology and wants children to love them too.
This role will suit a teacher who is curious about the world, enjoys understanding how things work and gets excited about sharing that curiosity with children. You might have particular expertise in science, engineering, digital technologies, design or making - or simply a broad passion for STEM and an appetite to keep learning.
We want someone who can combine that enthusiasm with excellent teaching. At Sunshine Heights, engaging learning isn't about keeping children busy or producing an impressive end product. We want students to develop genuine knowledge and understanding, learn to think carefully, and increasingly apply what they know to new problems and situations.
You will probably thrive in this role if you:
That final point matters to us.
We would love our STEM teacher to be someone who brings ideas and energy to the wider life of the school: someone who might imagine a family STEM evening, establish a science or robotics club, showcase student inventions, involve our community in citizen science, bring scientists and engineers into the school, enter students in challenges and competitions, or come to us with an idea we haven't even thought of yet.
There isn't a predetermined list of things you need to run. We want to appoint someone with a passion and then give them opportunities to share it.
Whether you are an experienced specialist, a classroom teacher ready to bring a longstanding passion for STEM into a specialist role, or an early-career teacher with strong Science and Technology knowledge, we are interested in what you know, what excites you and what you could bring to our community.
Most importantly, we are looking for someone who wants to belong here: someone who will know our students, connect with our families, collaborate with colleagues and bring something authentically themselves to the life of Sunshine Heights.
We strongly encourage applications from people from culturally and linguistically diverse backgrounds and Aboriginal and Torres Strait Islander peoples.
Our Aspirational VisionSail into a Universe of Possibilities
Delve into the unlimited energy of the human imagination
Inspire and grow hearts and minds
Nurture creativity and curiosity
Through courage, connection, commitment and collaboration
Discover the wonder and uniqueness in you
Welcome to Sunshine Heights Primary School.
Courage
We have the courage to believe that we can make a positive impact. We understand that hard work takes courage and a growth mindset. We have the courage to be curious and creative and stretch outside our comfort zone.
Connection
We understand who we are as individuals and how we build connections. We understand what it means to be part of a community. We are connected to the world around us and actively address issues of human and environmental sustainability.
Commitment
We acknowledge our strengths and build on our achievements. We take responsibility for and commit to our continual learning and growth. We show resilience when faced with challenges.
Collaboration
We motivate each other to be the best we can be. We encourage and embrace different perspectives. We are respectful of everyone.
Last, and most certainly not least, we love a good song and dance at Sunshine Heights.
Music can often be heard blasting from the speakers at the end of the school week, and we believe there should always be room for a little joy in the serious business of education.
Our Sunshine Heights playlist looks something like this:
¿¿ Old Town Road - Lil Nas X & Billy Ray Cyrus
¿¿ Roar -Katy Perry
¿¿ Uptown Funk - Bruno Mars
¿¿ Watch Me - Silentó
¿¿ Cut to the Feeling - Carly Rae Jepsen
If you've read this far, perhaps have a listen while you write your application.
We'd love to hear what you might add to the playlist.
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.
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.