Classroom Teacher

Deer Park North is located in the outer western suburbs of Melbourne and serves a community with a diverse social-economic and cultural background. It has an enrolment of around 380 students.

The school priorities and initiatives in the current School Strategic Plan are Excellence in Teaching and Learning and Positive Climate for Learning. These are supported by the following School Programs:

Inquiry Learning

The Arts

Physical Education

Science & Sustainability Program

Kitchen/Garden Program

Auslan Languages Program

Swimming and camping programs

School Wide Positive Behaviour

Student Voice

Teaching and learning approaches that are actively promoted include; team planning, inquiry based learning and multi-age strategies. The timetable is broken up into 2 two-hour blocks to allow intensive instruction of Literacy and Numeracy. The inquiry model recognises that learning is more appropriate to children when the learning areas are connected and meaningful. It also places emphasis on child input to planning, cooperative group work strategies and the development of thinking processes, research skills and personal qualities. The use of Learning Technologies is supported through the use of Interactive Whiteboards in all classrooms, and shared use of laptops/iPads.

The school is organised into professional learning teams: Foundation, Years 1/2, Years 3/4 and Years 5/6.

High importance is placed on the provision of a calm and caring learning environment that promotes children’s self-esteem and confidence. Equal opportunity principles and strategies are incorporated and provision is made for the learning needs of all children in an atmosphere where they are actively encouraged to do their best.

Our school has adopted the Positive School wide Behaviours Program. The student welfare policy is based on the recognition of rights and responsibilities of teachers, students and parents. This guides the implementation of rules and consequences that contribute to a safe and harmonious working environment for students. Consultative processes are reflected in decision-making throughout the school. The Student Representative Council (SRC) provides a student forum and input into decision-making.

The school community is committed to its core values, to be Respectful, Resilient, Empathetic and Your Best. These values are embedded in the life of the school and form the basis upon which our school culture is built.

Deer Park North cooperates closely with neighbouring network schools and kindergartens. This assists in providing curriculum coherence and appropriate transition arrangements for all students.

The Community Hub which is based at the school, has provided a focal point for our school community and support and assistance to families in connecting to a range of services.

SC1         Demonstrated understanding of initiatives in student learning and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2         Demonstrated high level classroom teaching skills and the capacity to work with 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.

SC4         Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5         Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

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:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.