4 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 29/01/2024 - 28/01/2031
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1367441
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 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:
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE 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.
Mernda Park Primary School has been constructed under the Public Private Partnership (PPP) Project. Under the PPP model, the school will be financed, designed, constructed and maintained by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management.
Mernda Park Primary School is located on Riverdale Boulevard, Mernda in the City of Whittlesea; MPPS commenced operation in January 2017. Programs cater for students in Years Prep to 6. The state of the art facility provides the very best in contemporary educational design and promote active student-centred learning through the creation of adaptable, functional spaces.
Mernda Park Primary School (MPPS) is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision-making.
MPPS has zero tolerance for child abuse and is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.
Every person involved in MPPS has a responsibility to understand the important and specific role they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
MPPS provides access to an education of the highest quality for the young people of Mernda. The students are at the centre of all that we do. They are engaged through stimulating, relevant and inspiring educational experiences that ignite a life-long passion for learning and a strong community connectedness. MPPS upholds high expectations of all.
Inspirational teaching and quality learning is at the cornerstones of our school, and we have an outstanding team who support and challenge students to achieve their full potential. Staff provide a safe and stimulating learning environment for all students.
Teachers and students work in Learning Communities to create flexible teaching options and to better cater for the individual needs of all students. All teachers adopt a shared responsibility for all students within the Learning Community. All teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs, including ICT rich environments and Personalised Learning for all students.
MPPS has exemplary programs and features outstanding programs in the areas of STEAM, sport, literacy and numeracy, together with the arts. The curriculum and teaching strategies encourage our students to have high expectations of themselves and their work, and to produce their best.
The school has been designed as a community hub and encourage community use and additional community facilities and programs through a partnership with the YMCA, CERES and Spotless. The relationships between the staff, students, parents and the community will be a fundamental strength of the school.
Our Vision
The student will be at the centre and purpose of all that we do. We prepare students to pursue their chosen pathways, interests and aspirations. All teachers and support staff work to provide a teaching pedagogy reflective of 21st Century designs including ICT rich environments and Personalised Learning for all students. Teachers and students work collaboratively in Learning Communities, to create flexible teaching options to cater for the individual needs of all students. All teachers commit to having a shared responsibility of the academic success and general well-being of all students within the Learning Community.
Our Mission
It is the mission of this school to provide our students with a safe and supportive learning environment that motivates and challenges students to achieve their full potential.
- Be a school with student achievement, engagement and wellbeing as its moral purpose.
- Be a vibrant high performing school with outstanding student outcome data.
- Have engaged, creative, happy and resilient students.
- Have a staff dedicated to high quality teaching and learning.
- Have consistent, relevant and documented curriculum reflecting best practice for the 21st century.
- Have well developed and active community and parent partnerships in place.
Child Safety ¿
MPPS applies best practice standards in the recruitment and screening of staff, and will take all reasonable steps to ensure that it engages the most suitable and appropriate people to work with children. We will ensure that staff induction, education and training programs are a vital part of our commitment to safeguarding children and young people from abuse and neglect. All prospective staff and volunteers are required to maintain a valid Working with Children Check. The school¿s approach to child safety can be found on the website at www.mernda.park.ps@edumail.vic.gov.au in the following school policy - Child Safe Policy
MPPS has clear expectations for staff and volunteers in making a report about a child or young person who may be in need of protection. Immediate action should include notifying the principal or a member of the school leadership team of their concerns and the reasons for those concerns and the school will take action to respond to a complaint. Reporting their concerns to the DHHS Child Protection or another appropriate agency. The school¿s policy and procedures for reporting a child safety concern or complaint can be found on the website at www.mernda.park.ps.vic.edu.au in the following school policy ¿ mandatory reporting policy.
Personnel understand their roles and responsibilities/ Code of conduct
MPPS leaders and managers will ensure that each person understands their role, responsibilities and behaviour expected in protecting children and young people from abuse and neglect through the School induction process. Staff, volunteers and School Councillors will comply with the school¿s Code of Conduct. The school¿s Code of Conduct sets out clear awareness of the difference between appropriate and inappropriate behaviours. The school¿s code of conduct policy can be found on our website www.mernda.park.ps@education.vic.gov.au
Full time / From 29/01/2024 - 28/01/2031
Classroom Teacher
Mary Ryan | 8776 9700