Classroom Teacher

School Vision
Given that knowledge is growing exponentially, we cannot hope to teach all that is known, or will be known. We must, however equip our students for the future - one that is yet to be formed. To do this children leaving Apollo Parkways Primary School should have a love of learning, social skills and competencies, skills in learning to learn and a global perspective.

Apollo Parkways Primary School: Lifelong learning in a global community.

Values

* Caring
* Courtesy
* Co-operation
* Contribution
* Consideration.

The Apollo Parkways Primary School community has worked together to develop these shared values and understandings with regard to teaching and learning:
- Students come from different backgrounds, learn at different rates and have different learning styles.
- The development of the individual's self esteem and confidence is central to student learning.
- Learning is best fostered in a supportive and challenging environment, which promotes enjoyment and success for every student.
- Regular feedback and an opportunity to reflect about learning improves performance.
- Transferring skills and making connections to real life situations greatly assist overall learning.

Therefore learning should:
- build on existing learning
- promote individual success in learning
- encourage students to think, collaborate and problem solve
- foster a desire and enthusiasm for lifelong learning
- assist students to improve their own learning.

Context

Apollo Parkways Primary School is located in Greensborough, in Melbourne's outer northern suburbs. The school has maintained a steady enrolment of more than 800 students for many years; in 2018 the enrolment is 790. A significant percentage, 40%, of our student population is drawn from outside our immediate neighbourhood. The school's reputation for education excellence across a broad range of curriculum areas, with a strong emphasis on contemporary educational practices has led to many families choosing to travel to Apollo Parkways from suburbs some distance away.

The school's Student Family Occupation Density (SFO) is 0.24, with 4% of students from a Language Background Other Than English (LBOTE). These indicators are used by DET to differentiate the allocation of resources to school budgets based on the correlation between student SFO and predicted student outcomes and place the school with a solid measure of school advantage.

The school is organised into 36 grades operating in grade level teaching teams. Many teams have started trialling team teaching opportunities with many of the classroom designs supporting this approach. The school's curriculum is based on the outcomes required of the Victorian Curriculum and is both broad and comprehensive. A strong emphasis is placed on the teaching of literacy and numeracy, with whole school programming and coordination a key to the strength of these curriculum areas. The school has maintained a full complement of specialist programs in; The Arts, Physical Education and Sport and Languages (Italian). Additional assistance programs such as Reading Intervention and Language Support provide for those students with special needs. An enrichment program, The Pegasus Program, is offered to highly capable and talented students.

Apollo Parkways has for two decades been a leading school in the use of Information and Communication Technologies (ICT). The school's philosophy in this regard has centred on the fullest integration of ICT into all facets of teaching and learning and to that extent all technology is available at the classroom level, the school does not operate with a technology lab/centre. Teachers incorporate the use of technology into curriculum planning supporting the development of ICT skills and knowledge alongside other curriculum knowledge, recognising that ICT has a pivotal role to play in education for the 21st Century. Our staff and students have access to and use of iPads and laptop computers (Grades P-4), digital cameras, video cameras, iPods, digital microscopes, scanners and interactive televisions as central to all teaching and learning. A 1 to 1 iPad program is in place for students in Grades 5 and 6.

Our school's achievements in a wide range of educational pursuits are widely acknowledged. On sporting fields our students excel in the competition of the Diamond Valley Primary School Sports Association where premierships are won each year in a wide range of sports. Individually our students have attained personal success with numerous gaining selection in Victorian representative teams.

The biennial whole school musical production is a highlight of The Arts program, with all children singing, dancing and performing to audiences of proud families and friends. Our most recent school productions have also showcased student talents as scriptwriters and choreographers; further broadening the opportunities afforded our children.  2018 will be a Production year, organised for September.

Our teaching staff is of the highest calibre and cannot be praised enough for their dedication and commitment to all students and their learning. The school has attracted and retained an excellent staff. They continue to be active learners participating in a wide range of professional development activities that add to their curriculum knowledge and teaching skills. Many have also advanced the learning of other professionals through their presentations at a range of conferences and involvement in departmental professional development initiatives.

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 commitment and capacity to implement inquiry and ICT as the leading pedagogical approach to 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.