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Classroom Teacher

Job posted: 26/11/2024
Applications close: 09/12/2024 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: North East Region | Shepparton

Job type: Full time / From 28/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1454594

Reference: 1454594

Occupation: Teacher

Salary Range: Salary not specified

Work location: North East Region | Shepparton

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

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

  • 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

 

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 who are able to attest to the claims made in your application.

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.

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.

Location Profile

Orrvale Primary School, population 381, is situated amongst local orchards, 5 km south-east of Shepparton. We have all the benefits of a larger primary school, in a rural setting, in which community involvement is encouraged. We provide a wide range of specialist and extra-curricular programs including Physical Education, Health, Art, STEM, LOTE (Italian) and Cybersafety. The recently constructed specialist building ensures students learn in a modern

learning environment, but also acts as a community hub for Outside Hours School Care, Breakfast Club, parent meetings and education forums.

Currently there are 17 classes with Foundation having straight classes and composite classes throughout the rest of the school. There is a whole school curriculum plan with Year level scope and sequence plans for all curriculum domains developed against the Victorian Curriculum.  Whole school Numeracy and Literacy instructional models are aligned to the

workshop model as part of DET's Literacy and Numeracy strategy. The weekly timetable is structured so that teams within the school have the opportunity to work as part of Professional Learning Communities.

High morale within the community promotes a positive atmosphere, resulting in pride in the school and strong partnerships between staff, students and parents. Regular collaboration with families is encouraged and considered essential to ensure successful learning for every child.

Our staff are committed to improving student outcomes. We build the capacity of our teachers and empower our students, who play an active role in their own learning. Students are able to articulate the skills they need to develop in order to progress to the next stage of learning in both English and Mathematics.

Orrvale Primary School prides itself on the emphasis we place on student engagement and wellbeing. The wellbeing leader coordinates a range of proactive programs such as woodworking, drumbeat, structured lunchtime activities, Art Play, Secret Agent Society and Bike Mechanics.

The principles of Emotional Intelligence are the foundations of our social and emotional development program, and underpin the culture of the school. Orrvale has become a

recognised leader in the implementation of Emotional Intelligence education within a primary school environment with the introduction of the RULER approach to developing emotional literacy. RULER encourages perspective taking and empathy, investing students more fully in the health and well-being of their classmates and themselves. RULER raises academic

achievement and contributes to more supportive, productive, and compassionate classrooms.

While the school's Student Family Occupation and Education index has remained steady over the last few years and is currently at 0.42, the diversity of cultures within the school

has increased. The school now has 27 students for whom English is an additional language, comprising of eight different languages, with the majority of these students originating from India and Turkey. The school currently has 32 indigenous students and has developed its focus on recognizing and celebrating Indigenous cultures. The school is recognised for its inclusion of students with disabilities and every endeavour is made to ensure these students develop to their full potential by providing planned programs in a caring, supportive and inclusive atmosphere.

Classroom Teacher

Job type:

Full time / From 28/01/2025

Job classification:

Classroom Teacher

Contact:

Adam Brennan | 0408 243 232

Classroom Teacher