Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Hume - Greater Shepparton
Reference: 1484910
Guthrie Street Primary School is a highly regarded school located in a residential area in the south of the rural city of Shepparton. The school currently has 468 students enrolled.
At Guthrie Street, we place a high priority on the core development of literacy and numeracy skills. We acknowledge that our children have varying skills and abilities: they learn in diverse ways and progress at different rates. Enrichment opportunities and support for learning are provided to ensure all students build firm foundations to achieve their personal best in the key areas of learning. As a school, we are preparing our students for living and learning in the 21st Century. Access to knowledge is provided through our advanced technological environments. Technology is used daily in each classroom to engage students in their learning.
Guthrie Street is renowned for the quality of the broad specialist program it provides to all students. Physical Education, Art, Science and Library offer students a wealth of opportunities, challenges and joys. Our school community appreciates the contribution made by the Shepparton Deaf Facility, which is a major asset of our school. Teachers of the Deaf and Australian Sign Language (AUSLAN) interpreters work alongside classroom teachers to integrate deaf and hearing impaired students into mainstream classrooms. As part of the Languages program, all students at Guthrie Street learn to sign in AUSLAN.
At Guthrie Street we touch hearts as well as minds. Emotions have the greatest influence on actions. All students are formally taught the elements of Emotional Intelligence. This explicit teaching develops in our students: self-awareness, self-control, self-motivation, empathy and the ability to get along with others. We teach students how to be the masters of their emotions, to make strong choices and to take charge of their behaviour. By developing our students’ ability to be emotionally intelligent we believe they will journey well with meaningful relationships, purpose and their wellbeing intact.
A welcoming environment greets everyone who comes to Guthrie Street with parent involvement promoted and encouraged. The school invites parents into classrooms every morning to support our reading program while our Parents Association plays an active part in Mothers’ and Fathers’ Day stalls, Easter and Christmas Raffles, whole school activity days, swap shops and social activities.
At Guthrie Street our educational provision goes beyond just knowing about things. We strive to ensure our students are active, happy and productive members of society, with a positive outlook on life. We continually challenge our students to achieve their personal best and to make the most of every opportunity that life at school provides.
SC1 Demonstrated high quality teaching skills and knowledge of curriculum to enable the implementation of individual learning plans that assist students with an intellectual disability to achieve positive outcomes in performing/creative arts.
SC2 Demonstrated high level classroom teaching skills and the capacity to work with collaboratively colleagues to continually improve teaching and learning.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning in relation to performing/creative arts.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated ability to plan and deliver a Performing/Creative Arts program
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 Performing/Creative Arts 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.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.