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.

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 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

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

This position is teaching Year six (6) two days per week - Monday and Tuesday.

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.

Lysterfield Primary School values people and relationships over all else. We believe school culture underpins our successes and create opportunities to build trust and care amongst out school community.

We develop students who are curious about the world around them and confident in their knowledge and skills to be successful in the future.

We are guided by the following principles:

• Children are at the centre of everything we do
• Curiosity and a growth mindset fosters lifelong learning
• Social and emotional learning are important to develop the whole child
• The pursuit of excellence drives personal success

Lysterfield PS is located in a relatively quiet residential area on the outskirts of Melbourne’s eastern suburbs between Rowville and Ferntree Gully. Our enrolment is currently 538.  We offer a comprehensive curriculum driven by our values of curiosity, acceptance, resilience, respect and integrity.  There is a strong focus on Literacy and Numeracy as well as effective development of the ‘Whole Child’ which includes social and emotional learning and positive mental health. Our programs include:

Curriculum

• Whole school English and Maths programs
• Inquiry learning using the United Nations Sustainable Development Goals
• Visual Arts, Performing Arts, Physical Education, Chinese, STEM
• Intercultural and Ethical Capability
• Personal and Social Capability
• Critical and Creative Thinking
• Head Start program
• Sustainability

Extra-curricular Programs

• Friendology
• Circles—wellbeing program
• Dance Club, Art Club, Choir, Rubrik’s Cube Club, Robotics Club, Sustainability Club
• Sports training and events
• Challengers Program
• Literacy Intervention Program (Macqlit, Levelled Literacy Intervention)
• Prep Buddies
• “I Sea, I Care” Marine Ambassadors program
• Student leadership program
• Student Voice Council
• School Counsellor

Our school values of Curiosity, Acceptance, Respect, Resilience and Integrity are embedded across the school.

There is a wide range of interesting outdoor spaces with shade for students in grounds that have been designed with active and passive areas to cater for the needs of all students. We also have a synthetic turf play area and a soccer ground. The school has the use of the adjacent Lakesfield Reserve for lunchtime and sport activities.

We have developed an inclusive play space in an area which is utilised by students across all year levels. We promote student wellbeing through programmes such as: Resilience, Rights and Respectful Relationships, Values, Restorative Practices, Student Leadership, Friendology  and the PERMAH framework.  Our student leaders across the school have a strong sense of community and take responsibility for assemblies, Circles groups and many other leadership opportunities.

We offer specialist classes in Visual Arts, Performing Arts, Mandarin, STEM and Physical Education. We also have literacy support and intervention teachers for Junior, Middle and Senior school students. We currently have 38 teaching staff and 12 non-teaching staff, including administration and integration aides/first aid assistants.

We have an active and engaged parent community that supports the school through fundraising, support with student activities and being actively engaged with their child’s education.  We have a strong commitment to professional learning for staff and encouraging leadership growth at all stages of a staff members career.

Our staff are committed to improving student outcomes through working in cohesive and collaborative level teams and ensuring our students are fully engaged with their learning.