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Classroom Teacher - Art / Music

Job posted: 05/07/2024
Applications close: 23/07/2024 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1423821

Reference: 1423821

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

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

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.

Location Profile

Karoo Primary School, established in 1992, is located in Rowville. In 2024 our enrolment is 430, with 20 classrooms and a number of specialist learning spaces.  Our staffing structure includes full-time and part-time teaching staff, ES support and administration staff.  Our 2024 staff consists of one Principal and two Assistant Principals (Teaching/ Learning and Wellbeing/Inclusion). We have three Learning Specialists; the focus of their work is Literacy, Numeracy and Wellbeing.  Classroom programs are designed to support individual needs and are enriched by our specialist programs which include Physical Education, Visual Arts and Performing Arts, LOTE (Mandarin) and Science. In 2023 we also introduced Media and Technologies as a new specialist subject delivered Foundation to Year 6. Wellbeing interventions (Anxiety and Worry / Social Skills / Growth mindset / Grief and Loss) and literacy intervention (LEAP ¿ Literacy Enrichment Assistance Program) are also implemented at the school which support the Structured literacy approach we have embedded from Foundation based on the Science of Reading.  Identified students participate in the High Ability Program, facilitated by a designated leader. Our students are also supported by professional and dedicated staff who encourage and provide opportunities for all students to achieve their personal excellence.

Vision

Karoo¿s vision is to provide high quality teaching, enhanced by PLC collaboration to ensure all students achieve their potential and to be the best they can be.

We collectively work together to improve teaching and learning by:

  1. Striving to adopt consistent teaching protocols to enhance positive student behaviour, engagement and learning.
  2. Ensuring all learning tasks are purposeful, at point of need, differentiated and challenging.
  3. Supporting staff to participate in professional learning and development, to reflect on their professional practice, to encourage and enhance collegiate support.
  4. Using assessment tools and data to monitor student achievement, to plan future learning and to inform teaching through embedded Professional Learning Communities.
  5. Student voice empowers our students and provides them with the opportunity to give feedback to each other and their teachers. Student agency is focused on giving students responsibility and ownership of their learning.

Values

Karoo Primary School conducted extensive collaboration with the community and developed our values; Kindness, Personal Excellence and Tenacity.

Karoo staff use an Instructional Model to provide high level teaching practices that incorporate HITS.  A key focus of our teaching and learning is the effective use of Learning Walks and Talks across all year levels and specialist programs. The past few years have had a Writing AIP focus to provide Professional Learning to improve our teaching instruction for Writing through using the 6+1 Writing Traits. In 2023 and 2024 we have a Reading AIP focus, supporting structured literacy practices across the school.

Our current Professional Learning teams are English, Mathematics and Wellbeing. The Respectful Relationships Program supports our whole school Wellbeing Program (Resilience Rights and Respectful Relationships). We have embedded Restorative Practices across the school through our partnership with Real Schools. Strong student voice has resulted in a wellbeing dog (Archie) being part of our Karoo community.  Archie is currently in training during 2024 to be a registered therapy dog.  To support and continue to enhance wellbeing at Karoo SWPBS is being introduced in 2024.

High quality specialist programs enhance and support students to explore their interests and talents. Our students participate in weekly Physical Education, Performing and Visual Arts lessons. Our year 3-6 students participate in science lessons with a designated teacher. All students participate in Chinese (Mandarin) and the new specialist subject of Media and Technologies for all students across the school.

Karoo fosters both sporting and arts programs by offering opportunities for students to represent the school in district and regional sports competitions. Student participation in the school choir, instrumental music lessons and `State Schools Spectacular¿ are well supported and enjoyed by our students.

Our outdoor education program is available for students in Years 3 to Year 6.  Adventure camps are the focus for students in Years 3, 4 and 6.  Our Year 5 students participate in an urban camp in the City of Melbourne. Our staff compliment learning programs by organising a range of incursions and excursions, these provide insightful experiences for the students.

We have a supportive School Council who actively participate in a range of sub committees.  School Council is responsible for the effective organisation and daily running of our Outside School Hours Care Program.   School Council, Karoo Parents Association and Karoo Class Reps Programs positively contribute to the establishment of developing a positive partnership between home and school. There is a very strong sense of community at Karoo which is clearly evident in whole school events and fundraising activities. We value the home/school partnership and use a range of communication tools to keep parents informed. Compass is used as a communication platform to connect with our school community.

Student leadership is strong at Karoo; we have appointed Year 6 captains who undertake a range of responsibilities throughout the school. The school and student voice captains assist with the running of the fortnightly assemblies. Other captains assist in the Physical Education, The Arts, Library, Mandarin and Science and Wellbeing programs. Year 6 Captains participate in student leadership lessons across the year with a dedicated teacher supporting the development of their leadership skills.

To further support students to build leadership skills prior to Year 6, we commence leadership development with our younger students. The PLAY Leaders Program provides opportunities for appointed students in Year 5 to undergo training in leadership skills to organise and facilitate play activities for students, with a focus on creating a positive environment for our students.

Karoo Primary School is set amongst inviting and attractive facilities. Our students have a range of places for outdoor play including 3 playgrounds, sandpit for the younger students, a designated prep play area, grass playing areas, active and passive areas, 3 basketball courts and a turf athletics track which will be upgraded early 2024. Our well-maintained learning spaces also include a gymnasium, multi-use space, art room, music room and science room. A well-resourced library is a feature of our school; students at Karoo enjoy opportunities to visit the library at lunchtimes and during their weekly library lesson.

Classroom Teacher - Art / Music

Job type:

Full time / From 28/01/2025 - 26/01/2026

Job classification:

Classroom Teacher

Contact:

Danielle Heatley | 039/759-6222

Classroom Teacher - Art / Music