3 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Part time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1448246
Thank you for showing an interest in the advertised position at our school. Joining our school provides an excellent opportunity to join a dynamic, committed and motivated professional learning community. We are extremely proud of the culture and community that we have established.
Newbury Primary School is a government school located in the rapidly growing residential area of Craigieburn. The school opened in 2017 with 279 students and now has a student population of over 1100 students. The school is located at the intersection of Newbury and Grand Boulevard and caters for students in Years Prep to 6.
Over 80% of students identify as learners where English is an Additional Language and we provide a range of supports across the school to support them and their families including environmental print, a response to intervention approach to EAL tuition, Arabic Multicultural Education Aides and connections with external support services. We are committed to promoting an inclusive culture that encourages and promotes an understanding of race, religion, ethnicity, sexual orientation, gender and identity within our school community.
Newbury Primary School is a holistic learning community that provides exceptional teaching and learning experiences. We are guided in our work by the Framework for Improving Student Outcomes 2.0 and the Timperley Inquiry and Knowledge Building Cycle. Teaching staff work in Professional Learning Communities where they undertake guided inquiries to determine the focus of their work and achieve optimal student learning outcomes.
We implement teaching practices based upon the Science of Learning to provide students with a well sequenced, comprehensive and personalised education program. Our instructional models, based upon the Gradual Release of Responsibility, include a daily review of previously taught concepts, explicit teaching using direct instruction, independent practice, reflection and self-assessment.
The teaching and learning programs are intellectually challenging, engaging, foster creativity, reflect 21st century approaches and have a strong focus on English and Mathematics. Teachers use a range of student data to complete live planning and curriculum design to ensure the needs of students are met through a personalised approach. The school values academic rigour and has high expectations of all members of the school community, both in academic pursuits and social behaviour. Learning is supported through targeted intervention and development programs.
Student wellbeing and engagement is at the centre of all that we do. Calmer Classrooms provides the foundation to a safe, secure, educationally stimulating, calm and nurturing environment where effort is recognised and intrinsic motivation encouraged. A range of supports including social skill development, School Wide Positive Behaviours and Respectful Relationships are incorporated into everyday practice to reflect the school¿s holistic approach to learning. We are proud to be a Respectful Relationships Lead School.
All teaching and support staff work collaboratively and are committed to having a shared responsibility for the emotional, social and academic development of every student. Being able to quickly build quality, positive and respectful relationships with staff, students and families, is reflected in our values of community and respect.
Our Vision
To provide a dynamic learning community where all students are empowered to learn and achieve personal success.
Our Mission
At Newbury Primary School we are committed to creating a safe, secure, educationally stimulating, calm and nurturing learning environment underpinned by high expectations and the recognition of effort. We focus on the emotional, social and academic development of every student as an avenue of developing confident, creative, compassionate and informed citizens who are actively engaged in their community. The strong sense of community is evident in the continuous, honest and open dialogue between all stakeholders. Newbury Primary School has a commitment to zero tolerance of child abuse.
The core beliefs we advocate are:
¿Student wellbeing and engagement is at the centre of all that we do
¿A positive attitude to academic and social learning is essential
¿Personal effort is to be recognised and valued
Our Values
The values that define our school community are:
Respect: Demonstrating care and consideration for ourselves and the feelings, opinions, belongings and expectations of others.
Integrity: Demonstrating honesty and trust through personal accountability and responsibility for our actions.
Effort: Demonstrating a positive attitude and the desire and determination to learn new skills, strive for improvement and be persistent.
Community: Demonstrating and promoting a sense of belonging, unity and connection that is strengthened by a clear understanding of the expectations of all members.
Joining Newbury Primary School
Joining our school provides an exciting opportunity for prospective employees with exemplary interpersonal skills and a strong commitment to working as part of our learning community to establish and embed the school¿s values, culture and philosophy. We welcome dedicated educators who are open to learning and to being challenged to accelerate their professional growth.
As a new member of our community, you will be supported through a structured induction program, with a wide range of supports available to assist you in assimilating into our community.
Our school community is fantastically diverse with over 40 different language backgrounds being represented through our families and staff. We have a dynamic allied health community which includes a Student Wellbeing Social Worker, Student Wellbeing Counsellor, Student Wellbeing Speech Pathologist and Mental Health Coordinator.
It will be an expectation that the successful candidate possesses a strong work ethic and supports the work of Principal Class in continuing to provide a positive, nurturing, inclusive and stimulating learning environment in our school.
If further information is required, prospective applicants can contact our school's office on 8691 6900 to speak with the Principal, Michelle Nunn.
Please ensure you read the key selection criteria carefully to address the correct requirements.
Applications should include a curriculum vitae detailing relevant qualifications and experience, responses to the key selection criteria, and the names and contact details of three professional referees.
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:
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.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
0.6 FTE - Consecutive days of the week preferred. Negotiable with the Principal.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Part time / From 28/01/2025
Classroom Teacher
Michelle Nunn | 03 8691 6900