Classroom Teacher

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The new school presents an exciting opportunity for the School Leadership Team and teaching staff to exercise a significant influence on the...

Summary about this job

Teaching - Primary

Company: Department of Education & Training Victoria

Location: Melbourne

Work type: Full Time

Salary: n\a

Phone: +61-7-9352-1126

Fax: +61-7-8653-9229

E-mail: n\a

Site:

Detail information about job Classroom Teacher. Terms and conditions vacancy

Location Profile


Context:

Barton Primary School is a new PPP (Public/Private Partnerships) school that opened on the first day of the 2017 school year.  It is situated in the growth corridor of south east Melbourne in the City of Casey, 5km from the main street of Cranbourne.  The school’s current enrolment is 425 students however the school is anticipated to grow to 500+ within 3-5 years.  Currently we have 60% EAL student population.  The school has been designed to create contemporary learning environments that facilitate learning and a learner centred approach.  The school curriculum is based on the Victorian Curriculum

Barton Primary School is an exciting social infrastructure hub for the growing community. The school includes a Community Hub space which is managed by the YMCA after school hours to provide Outside School Hours Care services and other community programs to local families and residents.

Establishing the new Barton Primary School

The new school presents an exciting opportunity for the School Leadership Team and teaching staff  to exercise a significant influence on the creation of a contemporary school connected to the community and the future effectiveness of learning outcomes of the students. There are high expectations for all members of our school community, including our students as we aspire to our values of Optimism, Success, Respect and Determination.

The over-arching drivers in our curriculum are personalising learning and increasingly building each child’s capacity to direct, influence and take responsibility for, their own learning.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigours of working in a brand new school.  This will include the need for extra work during the normal school year.  It could also include the need for attendance and participation at staff activities or Professional Learning opportunities outside of normal hours.

The successful candidate for this position will be expected to support the work of the Principal in establishing a strong and positive culture in the early stages of our developing school.

Important information for applicants

  • Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text is suggested for each selection criterion.
  • Personal and other information should not exceed 2-3 pages.
  • Applicants must make every attempt to lodge applications through Recruitment Online.
  • In the rare case that applicants are unable to access Recruitment Online, e-mail applications will be accepted at [email protected]
  • ***Hard copy applications are not required or encouraged.
  • The applicant’s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment.
  • Application attachments are preferred in PDF format.
  • Microsoft Word (.doc or .docx) format is also acceptable.
  • Compressed files such as .zip files are not compatible with the Recruitment Online system.
  • Graphics and artwork are not encouraged and should be kept to a minimum.
  • Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment.
  • The names and contact details of up to three referees must be provided with the application.

Should you have further queries in regard to the position, please contact :

Principal Andrew Felsinger:

Phone: 03 87664000

Selection Criteria


SC1 Demonstrated knowledge and understanding of initiatives in student learning including the Practice Principles for Excellence in Teaching & Learning and the Victorian Curriculum and the ability to implement curriculum programs consistent with their intent. 

SC2    Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning. 

SC3    Demonstrated capacity 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 ability 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 commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

SC6    Demonstrate a capacity to work in adaptable learning spaces that takes into account the individual learning needs of all students and embraces ICT & current pedagogical practices

Role


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.

Responsibilities


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.

Who May Apply


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.

EEO AND OHS Commitment


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.

Child Safe Standards


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

DET Values


The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Conditions of Employment


This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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