SC1    Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2    Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

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.

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

• 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

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.

COBURN PRIMARY SCHOOL 

Address: Richard Road, Melton South
Telephone: (03) 9971 2900 
Email Address: coburn.ps@education.vic.gov.au 
Contact Person: Mrs Helen Weston 
School Hours: 8:50am to 3:15pm
School profile: Learn to Live

FINANCIAL INCENTIVE APPLIED TO THIS POSITION

If you want to work with a community of teachers that are committed to growth through collaboration, then we are the school for you.  Coburn Primary School prides itself on a strong culture of learning for all, and a deep commitment to our students, students who deserve nothing but the best.  Join the Coburn Primary School team and be part of a PLC that strives for excellence!

Coburn Primary School is situated in Melton South and is set in a picturesque and garden environment bordering the Blackwood Reserve with a student population of 625 students. Our school values are Together we are respectful, Together we are cooperative, Together we are responsible and Together we strive for excellence.  We work hard to ensure all students develop both academically and socially/emotionally. 

Ours schools mission statement is ¿It is the mission of Coburn Primary School to collectively build, educate and empower a community of life-long learners¿.

The school is structured in single year levels, 5 Prep Classes, 5 Year 1, 5 Year 2, 4 Year 3, 4 Year 4, 4 Year 5, 4 Year 6, a total of 31 classes. The school is exceptionally well resourced with outstanding grounds, facilities including school owned one to one iPads in all learning environments. The school buildings makeup compromises of two main buildings, a number of well-maintained portables, a Gymnasium that is fitted out with large fans and digital screens, a Science and Performing Arts hub, one wet and one dry Art room, an open plan learning area, and a wellbeing space known as the World of Wonder. The school also has an onsite canteen that is run by an external organisation, providing morning tea and lunch orders every day. We run a breakfast program three days per week which is managed by our Education Support staff. At Coburn Primary School we provide a stimulating learning environment and can proudly say that the work embedded through this strategic plan has ensured that our school is safe and orderly. Our Leading Teacher/MHiPS Coordinator leads the Wellbeing work of our strategic plan, working closely with teachers, students and parents to ensure the best care plans for our students are in place.

Students are provided the highest quality academic program driven by data and the latest initiatives in education are implemented across the school.  We offer a broad, innovative and differentiated curriculum that promotes independent learning for all. At Coburn Primary School, we believe that all students have the right to learn in a safe and friendly environment that meets their academic and social needs. We ensure that there is a continuous and robust curriculum across the school to meet the needs of students in each year level and area. All members of staff at Coburn Primary School actively work to develop their professional capacity to provide the best possible education for our students. As a result of intensive professional learning, we have developed a consistent and coherent whole-school approach to the teaching of literacy and numeracy.  Our three instructional coaches work with staff understanding the cohort and class data, which lead the work as part of the PLT meetings.

The school offers specialists programs including Visual Art, Performing Arts, Health & Physical Education, and Science. We pride ourselves on being a well organised and managed school that is strategic in its thinking, planning and implementation of curriculum programs.

Our enrolment comprises of students from a range of cultural backgrounds reflecting the changes within the Melton South community.