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Classroom Teacher

Job posted: 14/06/2022
Applications close: 27/06/2022 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Gippsland | Koo Wee Rup

Job type: Full time / From 18/07/2022 - 09/01/2023

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1283125

Reference: 1283125

Occupation: Teacher

Salary Range: Salary not specified

Work location: Gippsland | Koo Wee Rup

Selection Criteria

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.

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 of Education and Training 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.

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

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.
  • 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

VIT LANTITE

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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

School Description

 

Nar Nar Goon Primary School is located in the rural town of Nar Nar Goon, east of the Melbourne fringe. It is five kilometres from Pakenham and surrounded by mostly farming activity. The school has been located on its present site for over seventy years, servicing the neighbourhood areas of Nar Nar Goon, Nar Nar Goon North, Tynong, Tynong North and Cora Lynn. Our current enrolment stands at 199 students.

The school provides an educational program based around a structure of both single year and multi-year grades. All classrooms are well equipped and provide a positive environment for effective teaching and learning to take place. The staff profile includes a blend of experienced and graduate teachers as well Education Support staff that provide support in the office, as integration aides and in the library. The school aims to provide a safe and happy environment that supports students to participate in class and school activities and enjoy learning. The development of the students is viewed as a shared responsibility between home and school. Parents are encouraged to play an active role in their children’s learning and to participate in school activities.

 

School Guiding Principles

 

Nar Nar Goon’s teaching and learning and wellbeing philosophies are focussed on the individual child developing self-esteem and taking increasing responsibility for their learning, social and personal growth. The school aims to nurture this growth in a climate that is open and positive, and where all staff accepts responsibility for all children by providing a safe and caring environment.

 

Vision Statement

 

Our school’s vision is to prepare our students to become active, engaged and responsible citizens of the local and global community.  We aim to prepare our students to contend with a very dynamic 21st century in which creativity, cooperative work, connectedness to the world and adaptability are key features.  We aspire to provide a consistent contemporary approach to teaching and learning aligned to best-practice instructional strategies in a purposeful learning environment.
We value excellence, honesty, respect, persistence and responsibility. Central to our vision is the belief in high expectations for all students and a commitment to hard work.

Mission

 

For our Students

  • To provide the opportunity for all students to achieve their full educational and personal potential.

For our staff

  • To provide opportunities for staff development through ongoing professional growth in a supportive, harmonious and challenging environment.

For our community

  • To provide an environment for learning that reflects and supports our community’s goals and values.

 

Values:

 

Our values are based on our desire to nurture an environment based on:

  • The development of positive relationships between all members of the school and wider community, and
  • The pursuit of excellence with an emphasis on persistence in effort and achieving personal best.

 

 

Our five major school values are:

 

  1. Excellence

     Each person strives for their personal best in all that they do, focussing on the

     quality of work rather than the quantity. They value and take pride in

     themselves, their work and their belongings, challenging themselves, setting

     goals and working towards them to be the best person that they can be.

  1. Respect

Each person responds sensitively to the ideas, thoughts and needs of others without dismissing or degrading them. Differences are acknowledged, and all members of the school are able to accept both praise and criticism,

  1. Responsibility

Each person tries hard to complete the tasks that have been accepted or assigned to the best of their ability. We are all accountable for our behaviour,

  1. Honesty

Each person carries out their responsibilities carefully. Staff, parents and students share their ideas openly, in a climate of trust,

  1. Persistence

Each person is to approach tasks willingly and with the determination to succeed. It does matter that a task is completed once it is begun.

 

Curriculum

 

Nar Nar Goon provides a range of curriculum programs and experiences that support each child to develop their learning skills, attitudes and habits. Numeracy and Literacy skills are developed through agreed instructional models outlined in the Nar Nar Goon Primary School Education Framework to which all staff are expected to adhere. The curriculum is based on the Victorian Curriculum.

 

Specialist Subjects include: Art, Physical Education, LOTE / AUSLAN and Reading Recovery.

 

All rooms have Interactive Whiteboards and all classes have access to laptops and iPads that form an integral part of the integrated learning environment. Learning technologies are seen as vital components of all teaching and learning strategies.

 

In Term 2 this year, the school was involved in a comprehensive school review process which has only just been completed. The leadership is working on the development of the 2023-2026 School Strategic Plan which will guide planning and curriculum implementation in key priority areas.  This document , like others before it, will be communicated extensively to the staff,  displayed prominently in areas throughout the school and teaching teams are expected to align their practice to the goals and priorities outlined throughout. Our AIP and Professional Learning Plan are developed annually to align with the expected outcomes of the Strategic Plan. A copy of the AIP is available to all staff in hard copy in the staffroom and electronically on the Staff Server.

 

Classroom Teacher

Job type:

Full time / From 18/07/2022 - 09/01/2023

Job classification:

Not provided

Contact:

Jacqui Cutler | 59425311

Classroom Teacher