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Classroom Teacher

Job posted: 08/07/2024
Applications close: 21/07/2024 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Part time / From 15/07/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1423865

Reference: 1423865

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Location Profile

Are you looking to build your capacity as a Teacher or Educational Support (ES) in unique and exciting ways?

Are you a flexible and enthusiastic thinker who is committed to their professional development?

Are you excited by the prospect of being part of a close-knit community where you can build strong relationships with staff and students?

Then this is the school for you!

Furlong Park School for Deaf Children (FPSDC) is a bilingual specialist setting which educates deaf and hard-of-hearing (HoH) children in a dynamic and engaging environment. The school, which sits on extensive grounds in Sunshine North, has just been upgraded under a VSBA $10 million building grant.

Our staffing profile consists of 12 teachers, 10 Educational Support staff (including a Speech Pathologist) and a Leadership Team comprising of the Principal, Assistant Principal and Leading Teacher. We have Deaf, HoH and hearing staff members, all of whom are committed to maintaining an inclusive and supportive workplace.

Alongside the Primary School Program, we provide an Early Education Program for 3- and 4-year-old students. Our current enrolment is 66, with our school catering to students from the Northern and Western regions of metropolitan Melbourne and rural fringe.

The school follows the Victorian Early Years Learning and Development Framework and the Victorian Curriculum, with students working at the F-10 curriculum and Levels A-D Towards Foundation curriculum.

Teachers and ES participate within Professional Learning Teams (PLTs), with teachers collaborating on teaching & learning inquiry cycles and ES developing their professional knowledge and skillset.

Whilst FPSDC is a specialist school, many of our pedagogical approaches align with the mainstream schools within our networks and beyond. Our current whole school focuses include embedding our instructional model, creating a Guaranteed and Viable Curriculum, and refining our assessment practices, along with more specific focuses on the reading and writing workshop models, phonics pedagogy, and metacognitive skills.

We hold high expectations for our students to work towards the same educational achievements as their hearing peers, supported by our own high teaching standards and expertise in differentiation.

Our school motto is `Empower , Enrich,  Educate',, and our Positive Behavior Support (PBS) values are I am a Learner, I am Safe, I am Responsible and I Care for Others.

If you are interested in joining our team, we encourage you to contact us via phone  (03) 9312 3244  or email  to arrange a phone or zoom call, or an on-site tour, before applications close. A successful applicant who is not fluent in Auslan, but has demonstrated a proven commitment to learn, would be supported by the school with their sign language development.

Furlong Park School for Deaf Children sits on the lands of the Wurundjeri people and we acknowledge them as the Traditional Owners.

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.

SC6    Demonstrated ability (or commitment to learning) to communicate effectively with adults and students using Auslan.

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

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

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

Other Information

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action

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.

Classroom Teacher

Job type:

Part time / From 15/07/2024

Job classification:

Classroom Teacher

Contact:

Lee Bullock - Principal | 0393123244 / 0484614264

Classroom Teacher