2 days remaining
Location: Gippsland | Lakes Entrance
Job type: Full time / From 28/01/2025 - 27/01/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1455001
School Vision:
All Children Can and Will Achieve
Values:
Lakes Entrance Primary School community values:
* Mutual Respect - Always treat others as you would like to be treated
* Persistence - Keep on trying and never give up
* Success - Always strive to achieve our goals
* Belonging - We value and accept each other
Description:
Lakes Entrance Primary School has a current student population of 200 and services the coastal township of Lakes Entrance in East Gippsland. It is the only state primary school in the town with five other smaller government primary schools within 20kms. The local Secondary College is within walking distance.
Lakes Entrance is where Australia's largest inland network of waterways, the Gippsland Lakes, meets the Southern Ocean. Living, working and being educated in the beautiful seaside township, snuggled between the mountains and the edge of the Ninety Mile Beach provides inspiration, serenity and a community where strong relationships are forged.
The outlook is picturesque, the climate is "Mediterranean" and the opportunities are without bound.
The town is 320kms east of Melbourne, with Bairnsdale the major "city" thirty minutes to the west.
The school community is diverse and inclusive, acceptance of difference underpins the school community values.
School Facilities:
Modern buildings provide open, spacious and well-resourced learning areas. Each classroom is equipped with new furniture, computers and interactive whiteboards. There is an Art room, STEM, Music room and Cooking room. There is also a large library which houses extensive teaching and learning resources and a large undercover area which provides outdoor shelter and shade. Well maintained large, grassy school grounds provide an attractive setting.
School Programs:
Underlying all school programs is the aim to provide a stimulating and challenging learning environment to meet the needs of all students. The last strategic plan focussed on developing the capacity of all teachers to improve their impact on student learning. Utilising the Highly Reliable Literacy Strategies, Numeracy strategies, developing a more robust Performance and Development Culture, developing our Educational Leadership, adapting Whole School Approaches and creating an orderly learning and social environment for our students were the foci.
The teaching in classroom is underpinned by a strong focus on Effective Teaching and embedding the Highly Reliable Literacy Strategies into our classroom teaching and learning.
Specialist programs are offered in STEM, The Visual Arts, Physical Education, Outdoor Education Program and a Garden and Cooking program. ICT skills are enhanced via use of classroom computers, Interactive Whiteboards and iPads.
Evidence of our commitment to outdoor education can be seen through the highly valued sequential camping program beginning with a grade 2 sleepover, and leading to Environmental camps, High Country experiences, urban camps to Melbourne, and the Corringle experience which involves yachting, canoeing and water sports. Our classroom teaching and learning program is supported by a strong outdoor program based around traditional school sports and water sports. As the school as located in the centre of town, there is ready access to many local sporting facilities including an indoor swimming pool, football, soccer, cricket, netball, basketball, sailing and surf lifesaving. Students participate in special sporting activities throughout the year through School Sports Program.
Community Engagement:
Our school considers education as a partnership. Student participation in the wider school community is fostered, encouraged, recognised and rewarded in our civic citizenship award ceremonies and through Junior Rotary Community awards.
Student leadership is actively promoted in the school with the official student leaders self-nominating and undergoing an extensive process. The school welcomes parent and community participation in all aspects of school operations.
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
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments. Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.
Payments and support on offer, subject to eligibility criteria:
Eligibility for Targeted Financial Incentive (TFI) program payments:
For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's website at https://www.vic.gov.au/targeted-initiative-attract-more-teachers
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 - 27/01/2027
Classroom Teacher
Simon Prior | 5155 1812