Team Teaching

School Motto - “Encouraging Excellence”

Purpose

To provide a dynamic, inclusive learning environment, that challenges students to become inquirers, thinkers and caring young people who interact with others with respect and integrity.

Values

School Profile

1. Guiding Principles

• Newlands PS has been a valuable element within the Newlands community since opening in 1951. In recent times we have reflected and evolved, improved and maintained a fine reputation for curriculum initiatives with an emphasis on the arts and language learning. The school aims to provide a happy, secure and supportive environment where children can explore collaborative decision making, problem solving, critical thinking and exploring the many elements of the Arts- Visual, Music, Drama and Dance.

The school procedures and practices are based on:

• An open and consultative management approach that promotes shared problem solving, task assessment and action appraisal.
• Clearly stated policies and programs that reflect current initiatives and have stated obtainable goals.
• A commitment to the development of quality learning environment that recognises the needs of the student in the 21st century.

Students are valued and encouraged to develop pride and respect for their school, parents and the community.  Leadership programs are offered in a variety of areas, which enable students to develop sound skills for future needs. The staff is committed to developing the school’s ethos and work as a team in following the school’s long term plans.

2. Location and Environment

Newlands Primary School No 4646 Preston is situated close to the recently established Coburg Hill Housing Estate. This has had an impact on our school demographics, which has changed due to the gentrification of the area.

3. Curriculum

Newlands Primary School offers a challenging and comprehensive curriculum that we believe captures the essence of the Governments direction under FISO. We believe our approach prepares the children to be active members of their future communities’, be it in Australia or possibly internationally – Spain or the Americas.

The school follows the current curriculum requirements – VELS.

Classroom support is provided through a number of different ways: Integration, English as a Second Language (EAL), Reading Intervention, and the school Prep Transition Program – School Readiness.  The students physical development is also catered for by the provision of different and diverse programs.

School Council plays an active role in school plans, implementing DET guidelines and other local initiatives. 

4. Facilities

Newlands Primary School facilities provide safe and engaging learning spaces for the teacher to deliver the curriculum. The school’s grounds are predominantly made up of large open grassed areas supported with areas for students to engage in more passive activities.

An emphasis for the past four years has been on placing technology into the hands of the learner. This required the school and community to invest in current technology; 1 to 1 ipad program for Years 1 to 6.

5. School Structure/Organisation

Newlands Primary has a current enrolment of 207 students. Our students come from a diverse range of cultures and backgrounds including Koori students.

Currently the school comprises 10 classes. The average number of students per class in Prep – Year 6 is 23 students. 

Staffing Profile:  The school in 2018 has a total teaching staff of 11 EFT, comprising 

• 10 classroom teachers, and 1 Principal;
• 1 Student Welfare/ Family Support teacher.
• 2 Specialists positions made up of a mix of full-time and part-time staff.
• 1.5 administrative support staff.
• The school is part of the Yarra & Darebin cluster of schools.

SC1         Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice 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.

SC6         Demonstrated capacity and skills to deliver a Spanish Language program at a high level as part of our schools developing bi-lingual Spanish Language 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 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.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.