Performing Arts Teacher

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We believe that every teacher can make a positive influence on the lives of our students by having high-expectations that children can and will...

Summary about this job

Teaching - Primary

Company: Department of Education & Training Victoria

Location: West Gippsland & Latrobe Valley

Work type: Part Time

Salary: n\a

Phone: +61-8-8344-6627

Fax: +61-3-7949-9531

E-mail: n\a

Site:

Detail information about job Performing Arts Teacher. Terms and conditions vacancy

Location Profile


School Profile

Bayles Regional Primary School is situated on Ballarto Road, Bayles, approximately 15 minutes south east of Pakenham and 5 minutes travelling east from Koo Wee Rup. Bayles is approximately 70 km from the Melbourne CBD and is in a predominantly rural farming area. The school is well maintained and offers excellent facilities for its students. The current enrolment of the school is 151 and is expected to increase slowly over the next five years. Bayles Regional Primary School serves the educational needs of the small townships of Bayles, Catani, Caldermeade, Yannathan, Cora Lynn and Koo Wee Rup. The school is increasingly enrolling students from the south-eastern corner of Pakenham. Aspects of the traditional culture of BRPS are changing as the population and demographics are changing.   At present, no students at the school identify as Aboriginal and Torres Strait Islander (ATSI) and no students speak English as their second language.

At Bayles Regional Primary School, we believe in educating passionate, committed and persistent learners to develop the skills for life. The quality of relationships which we develop with our students and community is imperative in developing an environment which engages students and develops connectedness.

Bayles Regional Primary School is one that prides itself on having a culture of learning within a supportive community. The school has core values of respect, integrity, persistence and excellence. It is also recognised that collaboration and collective effort are critical aspects of the culture of our school so that we can improve the practice of teaching and the learning of students.

We believe that every teacher can make a positive influence on the lives of our students by having high-expectations that children can and will succeed. We value genuine relationships between students and teachers in order to inspire curiosity, increase confidence and energise students to learn. Students are motivated to learn by becoming actively involved in their learning, having an understanding about their own academic strengths, and developing agreements on how to further their skills and knowledge, in consultation with teachers, based upon their own understanding of where they are now and where they need to go.

We believe that direct instruction should remain a primary focus. This means that particular skills of reading, writing, and mathematics are taught to children using evidence-based pedagogical strategies. We recognise that children become engaged in learning when tasks have a purpose in their lives. Therefore, creating meaningful student-centred tasks that allow children to explore their passions and interests is also of importance at this school.

Through the implementation of Circle Time and other relevant approaches, we aim to facilitate the development of children’s emotional intelligence. The school has transition programs that are designed to ease children into, through and out of the school.

Whilst the unique and individual qualities of every teacher in delivering the curriculum in their classroom is recognised and celebrated, the school will aim for consistency of teaching approaches across each year level as a further focus point. Having this as a primary focus will also assist children’s development in specialist programs and extra-curricular activities.

Our students are engaged in tasks that involve deeper level learning and provided with the skills to be lifelong learners, creative, connected and collaborative problem solvers who can successfully participate and innovate in our increasingly interconnected world.

Our digital technologies infrastructure includes iPads and Interactive Whiteboards in every teaching area, providing a technology rich environment for learning. Digital technology is integrated throughout the curriculum and students work confidently and cooperatively to apply these skills to facilitate learning.

A variety of intervention and extension programs, both within and beyond regular classrooms are designed to cater for the individual needs of our students. There is a strong environmental focus within the school. Students are involved in a variety of projects including litter reduction, caring for live animals and cultivating the wetlands (The Frog Bog). The physical environment of the school is well developed and attractive, with both passive and active areas for students and community use.

The school has excellent learning and teaching facilities including an open plan building which currently houses our junior students. The school has two relocatable buildings, a science room, Administration area and staff facilities, a dedicated visiting teacher/support service officer room, a music and assembly room and a Physical Education building. Bayles Regional Primary School effectively utilises open-plan style classrooms to make use of flexible learning spaces. This configuration is ideally suited to the family orientation of the school, and assists our students in using mobile digital devices within our learning spaces.

Position description

This role is in the area of Performing Arts with a focus on music, drama, dance and media arts. The successful candidate will be expected to plan and deliver a curriculum that involves students learning about each of these disciplines throughout the course of the year. Each class will receive one hour of specialist time in Performing Arts. There is also an expectation that this teacher will provide two additional hours of teaching for senior grades beyond the regular timetabled classes. This may be in The Arts or another curriculum area.

The successful candidate for this position will be expected to support the work of the Principal and teaching staff in maintaining a strong and positive school culture. Teaching staff at Bayles Regional Primary School regardless of classification or experience, are expected to adopt these six theories of actions:

  • Harness learning intentions, narrative and pace;
  • Emphasise enquiry focused teaching and curiosity in students;
  • Set challenging learning tasks;
  • Frame higher order questions to deepen learning;
  • Connect feedback to data, and;
  • Commit to assessment for learning.

The successful candidate will lead, support and work within this environment.

All staff must be prepared to share and collaborate. This includes a commitment to contribute to professional learning teams. Teachers at Bayles Regional Primary School lead, share and reflect upon teaching and learning strategies and their own professional practice. They collaborate to implement innovative curriculum programs and share best practice. The alignment of curriculum, teaching and learning strategies, assessment and reporting underpins planning and preparation for all teachers.

Teacher Capabilities

Teacher capabilities impact directly upon the school’s level of performance. Teachers and leaders at Bayles Regional Primary School need to bring the capabilities listed below to our school community:

  • Possess high levels of energy and enthusiasm
  • Be an effective facilitator
  • Value and respect difference and diversity
  • Have an unwavering commitment to educational excellence
  • Demonstrate and model resilience and optimism
  • Have well developed listening skills
  • Generate feedback and suggestions for improvement
  • Be a visionary thinker – think creatively and ‘big picture’.
  • Students are challenged and supported to develop deep levels of thinking and application
  • Assessment practices are an integral component of teaching and learning
  • Learning connects strongly with communities and practices beyond the classroom.

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. 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.

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. especially in Performing Arts, 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


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

Other Information


- 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

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