3 days remaining
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1454930
Mirniyan Primary School will open Term 1, 2025 and will provide the growing local population access a 21st Century education with a vibrant and dynamic learning environment close to home. It will be able to enrol up to 650 students when the school is complete. The school is located at 75 Welsummer Drive Clyde North, 3978 in the southern- eastern growth corridor, in the City of Casey. The school is currently open for enrolments for students in Prep to Grade 6 through the VSBA website. The 2025 new school zones are published online at findmyschool.vic.gov.au. When open for Term 1, 2025 the school facilities will include learning neighbourhoods, an administration building a community hub, hardcourts and sports field/oval. Additional information can be found at: Mirniyan Primary School | schoolbuildings.vic.gov.au
Mirniyan Primary School will be a state-of-the-art educational facility that from the outset will strive for high student achievement and excellence. Mirniyan Primary School will be a dynamic learning community providing diverse, nurturing and challenging educational opportunities. As a learning community, we will have a collective commitment to nurturing strong positive attitudes to lifelong learning to develop our students as empowered citizens with strong voice and agency by supporting them to reach their personal best and full potential, both academically and socially.
Our school will be diverse and culturally rich with large proportion of students having a language background other than English (LOTE) spoken in the family home. We are proud of and celebrate our diversity and inclusive school community.
We will recruit highly professional, dedicated and dynamic staff who are committed to ensuring all students achieve their personal best potential by constantly striving for their own continual professional growth and encouraging students to do the same in learning and wellbeing.
Mirniyan Primary School principal and staff, along with our school community have the exciting opportunity to serve our local community to collaboratively develop an aspirational culture that is inclusive and welcoming, with high expectations for success.
Our vision is to develop confident and curious learners who respect and care themselves, others and our environment and always strive for growth.
Our mission is to develop the skills, attitudes, abilities, and dispositions of students to achieve their full academic, creative and emotional and social potential to enable them to be confident and responsible global citizens who can make positive lifelong contributions to society and the world.
To foster our dynamic, safe and secure learning environment, we promote and embed our school values of RESPECT, CARE and GROWTH. Our values are also integral to fostering positive and inclusive relationships across the school between staff, students, families and the community.
We respect ourselves, others and our lands and understand that our attitudes and behaviours influence and have an impact on us, the people and world around us.
We care for ourselves, others and our environment by modelling and demonstrating kindness and thinking about the intention and impact of our behaviours and actions.
We strive for growth, by working hard, having self- determination and perseverance when we are challenged, and we welcome mistakes as valuable learning.
We aim to develop our students into:
¿ Passionate, confident, and curious learners with inquiring minds who have a lifelong love and joy of learning.
¿ Thriving and flourishing, empowered global citizens with highly developed learner agency and voice empowers them to impact positive change in their own lives and in the world around them.
As a school community, we live and breathe our values and have collective responsibility to nurture and develop positive learner dispositions and mindframes in all members of our learning community. Our learner disposition and mindframes will be embedded across the school curriculum and all school activities.
LEARNER DISPOSITIONS
CURIOUS -Staff and students cultivating curious and inquiring minds.
¿ COLLABORATIVE: works with others and is open to new and different ideas, perspectives, and opinions of others.
¿ UBIQUITOUS LEARNER: Has a curious mind and is a learner who believes that learning, thinking and creating are continuous, never ending and take place anywhere, anyhow, and anytime.
¿ REFLECTIVE RISK-TAKER: Willing to take risks, have a go and comfortable with the discomfort of challenge and stretch when learning. (Learning Pit.) Welcomes mistakes as valuable and opportunities to learn. A goal setter, getter and assessor who seeks feedback, assesses learning strategies and processes applied and sets new goals to continually grow.
¿ INDEPENDENT AND INTERDEPENDENT LEARNER: a resourceful and independent learner with initiative and drive who also values working and learning together as a member of our learning community.
¿ OPEN-MINDED: Cultivates a Growth mindset- Willing to challenge one¿s thinking, be challenged by others, change one¿s mind, adapt and change their approach as new problems arise and willing to receive feedback.
¿ UNIFIED- We all belong and work together to cultivate a positive and inclusive learning community.
¿ SELF-DETERMINED: A determined and autonomous self-regulated learner who can be patient, persist and persevere when challenged and experiencing productive struggle.
STAFF MINDFRAMES FOR A POSITIVE LEARING CULTURE
¿ We have students at the centre.
¿ We all belong.
¿ We all continually grow and improve.
¿ We have high expectations and positive intent for all.
¿ We believe education is transformative.
STUDENT MINDFRAMES THAT ALLOW THEM TO THRIVE
¿ Know their current level of understanding.
¿ Know where they are going and are confident to take on the challenge.
¿ Select tools to guide their learning.
¿ Seek feedback and recognise that errors are opportunities to learn.
¿ Monitor their progress and adjust their learning.
¿ Recognise their learning and teach others.
We embrace contemporary research and evidence-based pedagogies and teaching and learning practices. We are committed to ensuring every student has the best possible opportunity to succeed, achieving academic and personal wellbeing success. We will provide an innovative, inclusive, and future focused learning environment where all stakeholders are expected to be creative and critical thinkers to achieve and thrive as learners, leaders and citizens.
As a learning community we are all invested in continually striving to learn and grow together to further develop our collective learner agency to ensure our students have the best possible learning and life outcomes.
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.
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
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
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
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.
Full time / From 28/01/2025
Classroom Teacher
Nicole Walker | 0438 441 216