Classroom Teacher
The Visual and Performing Arts form an integral part of the Wales Street curriculum and specialist teachers provide classes to children in Years...
Summary about this job
Teaching - Primary
Company: Department of Education & Training Victoria
Location: Melbourne
Work type: Full Time
Salary: n\a
Phone: +61-3-9031-4409
Fax: +61-2-7084-2475
E-mail: n\a
Site: n\a
Detail information about job Classroom Teacher. Terms and conditions vacancy
Location Profile
Wales Street Primary School is situated in Melbourne's northern suburbs and since 1891 has played a pivotal role in educating young children living in the Northcote-Thornbury area and beyond. Major renovations and refurbishments have occurred to all teaching spaces in the past 5 years. The local area surrounding the school is predominantly housing. The
Index of Community Socio-Educational Advantage (ICSEA) has changed very significantly in recent years with the school community becoming increasingly well educated and affluent. The current enrolment is 608 students.
The school offers a broad and comprehensive range of curriculum programs which reflect the scope of “AUSVELS” as part of a mandated national curriculum. Alongside this curriculum framework, Wales Street Primary School is an authorised International Baccalaureate Primary Years Program (PYP) school. The PYP provides a scaffold structure for inquiry learning from Prep through to Year 6 and through the learner profile a focus on developing the ‘whole child’ which mirrors our values and approach. The program provides a structured way of doing this as it is pedagogically aligned and well supported through an international organisation with a global perspective and ongoing professional development for staff.
The school is organised into five Professional Learning Teams (PLT)s; Year levels 5/6, 3/4, 1/2 and Prep and the specialist areas of Visual Arts, Performing Arts , Physical Education and Languages Other Than English (LOTE) program of Italian. All staff are expected to be professionally reflective and open to new ways of thinking, sharing and working closely with all their colleagues.
Our school purpose states: Wales Street Primary School strives to develop students who enjoy learning and to be engaged, creative and self-motivated. Students at our school will acquire knowledge, values, and academic and life skills to become reflective thinkers who are socially, environmentally and globally aware.
In practice the school promotes academic excellence and in nurturing each student's talents whilst developing community minded individuals who enjoy learning and embrace diversity and are respectful of each other and themselves.
The school employs a qualified nurse and a student welfare officer to enhance student engagement and wellbeing. All students have access to the ICT Centre and at least 4 computers in their own classroom. In prep-grade 2, teachers have access to large screen monitors and there are interactive white boards in the 3-6 year level. A set of IPads are assigned to each class in the school.
The Visual and Performing Arts form an integral part of the Wales Street curriculum and specialist teachers provide classes to children in Years Prep to Six and classroom teachers use the arts as a process area across the curriculum for encouraging confidence, artistic expression and appreciation. Music is valued by the school community and students have the opportunity to join a school choir and learn a range of musical instruments including the violin, keyboard, drum and guitar lessons as an extra curricula option.
Physical Education is a regular timetabled program for all areas. The Year 5/6 students also have opportunities to participate in intra and inter-school sport program. The Prep - Two students undertake a swimming program in term 4. Students from Year 3-6 are given the opportunity to participate in the Triathlon, Swimming Sports, Athletics and Cross-country. The school oval and playgrounds provide a means for students to enjoy and take part in regular informal playtime activities.
The school community is very involved in a wide range of school activities and there is a very strong sense of community and they played a key role in the development of the 2013- 2016 School Strategic Plan. The key goals of this plan are to:
Continue to develop the capacity of teachers, with a particular focus on embedding a culture of inquiry learning across the curriculum.
Continue to build staff capacity in the teaching of Literacy and Numeracy concepts through inquiry to enhance student achievement.
Continue to develop a whole school approach to ongoing assessment and the use of data to improve teacher practice and student outcomes.
Continue to improve teacher effectiveness, teacher empathy and stimulating learning through the delivery of a consistent Inquiry learning model.
Build attributes of a PYP Learner and social skills which improve student connectedness and motivation.
Continue to plan and develop strategies to meet the needs of all students as they transition through their academic and personal development stages of growth.
Continue to improve and develop a whole school approach to Inquiry learning and a commitment to the implementation of the Primary Years Program.
Selection Criteria
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.
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
Conditions of Employment
- 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.