2 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 10/04/2023 - 18/01/2024
Organisation: Education
Salary: Salary not specified
Occupation: Teacher
Reference: 1337168
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:
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 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.
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
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.
For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.
Roxburgh Park Primary School opened in 2002 in the suburb of Roxburgh Park, approximately 20 kilometres north of the city of Melbourne. We cater for students Foundation (Prep) to Grade 6 with a current enrolment of 419. Overall, 46% of our student population is classified as disadvantaged with a SFOE index of 0.5578. The community is increasingly ethnically and culturally heterogeneous and socio-economically diverse. Approximately 61% of students come from a background where English is not the main language spoken at home (over 36 languages).
RPPS has 25 EFT (Equivalent Full time) teaching staff, 3 principal class and 10 EFT Education support staff.
Specialist programs operate Physical Education, Italian, Visual Arts & STEM. Support programs are provided in Literacy and numeracy as well as Social Engagement.
Our school vision:
Roxburgh Park Primary School is committed to providing a safe, inclusive and engaging learning environment that encourages a community of learners who are high achieving and socially and emotionally intelligent.
We are committed to “Achieving Excellence Together” through our school values of Respect, Learning and Cooperation:
RESPECT: where students are friendly and caring in their pursuit of personal growth and wellbeing
LEARNING: where students are curious, reflective and critical lifelong learners
CO-OPERATION: where students confidently collaborate as active citizens in the community
Student wellbeing is a high priority where every person involved in Roxburgh Park Primary School has a responsibility to understand the important and specific role they play individually and collectively to ensure that the education, wellbeing and safety of all students are at the forefront of all that we do and every decision that we make. The school uses the School Wide Positive Behaviour Support (SWPBS) as a framework that brings together school communities to develop positive, safe, supportive learning cultures.The goal of School Wide Positive Behaviour Support at Roxburgh Park Primary School is to provide a safe and stimulating learning environment in which students can reach their full educational potential in a positive school culture that engages and supports them within our community. SWPBS assists to improve social, emotional, behavioural and academic outcomes for children and young people.
Roxburgh Park Primary School strives to build a culture of collaboration through a professional learning community. Teachers work collaboratively within year level teams to focus on improving student outcomes. Teams diagnose and set SMART goals for student learning needs. They plan, implement, track and evaluate teaching responses to student outcomes through collaborative practices, reflection and feedback. Within AIP focus improvement teams of Literacy, Numeracy, SWPB and Inclusion, teachers collaborate using the FISO improvement cycle to diagnose, plan, implement and evaluate teaching responses to an identified problem of practice.
Collaboration at Roxburgh Park Primary school is focused on continuous improvement by linking the learning needs of students with the professional learning and practices of teachers. We have two leading teachers and two learning specialist as Pedagogical coaches in the areas of Literacy and Numeracy to support identified key improvement strategies who are focused on building the capacity of educators and promoting collective efficacy. Our long-term focus is on lifting our reading, writing and numeracy achievement and learning gains.
Full time / From 10/04/2023 - 18/01/2024
Not provided
Samantha Kenely | 9303 9335