Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1480754
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.
Provide Intensive, Targeted Support:
Deliver small group or one-on-one tuition to students who require additional assistance to improve their foundational literacy and numeracy skills.
Implement Evidence-Based Strategies:
Use approved, research-informed teaching practices and resources provided by the DET to support student learning outcomes.
Collaborate with Classroom Teachers:
Work closely with classroom teachers to align tutoring sessions with classroom learning goals and to reinforce key concepts.
Monitor and Report Student Progress:
Collect data on student performance and progress, using this information to adapt instruction and provide feedback to teachers and families.
Support Student Engagement:
Create a positive and supportive learning environment that motivates students and builds their confidence.
Contribute to School-wide Learning Goals:
Participate in relevant meetings and professional development to ensure tutoring aligns with broader school improvement plans.
Deliver targeted tutoring sessions:
Provide one-on-one or small group support focusing on literacy and numeracy skills to students identified as needing additional assistance.
Implement evidence-based strategies:
Use teaching resources and strategies provided by the Department of Education and Training to support student learning.
Align tutoring with classroom learning:
Work collaboratively with classroom teachers to ensure tutoring reinforces and complements the student¿s classroom curriculum and learning goals.
Monitor student progress:
Regularly assess and track student progress using provided tools and report this data to teachers and program coordinators.
Adapt instruction to student needs:
Modify tutoring approaches based on student responses and progress to maximize learning outcomes.
Maintain positive student engagement:
Create a supportive and encouraging environment that fosters student motivation and confidence.
Communicate effectively:
Maintain clear communication with teachers, parents, and program staff regarding student progress and any concerns.
Participate in professional development:
Engage in training sessions and meetings to stay updated on best practices and program requirements.
Ensure compliance with program guidelines:
Adhere to the policies and procedures of the Tutor Learning Program and the school.
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
John Henry Primary School, established in 2017 under the leadership of our current principal, Tanya Roberts, has developed a strong foundation in culture, policies, and procedures, all of which align 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 fosters an embedded culture of support and collaboration, where year-level teams work closely together to monitor, assess, and plan for each child's learning and growth.
We pride ourselves on our robust Professional Learning program, which includes both external development opportunities (e.g., Berry Street, Michael Ymer) and internal PD sessions led by our experienced staff, Learning Specialists, and Principal Team.
As a Positive School-Wide Behaviour school, we uphold four key expectations for our students: Be a Learner, Be Respectful, Be Responsible, and Be Safe.
For more details about our school ethos, programs, and the Strategic Plan 2024-2027, as well as our Vision, Values, and Mission Statement, please visit our website: www.jhps.vic.edu.au.