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Specialist Teacher - Flexible

Job posted: 05/08/2022
Applications close: 18/08/2022 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Gippsland | Lakes Entrance

Job type: Part time / From 27/01/2023 - 26/01/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1290029

Reference: 1290029

Occupation: Teacher

Salary Range: Salary not specified

Work location: Gippsland | Lakes Entrance

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

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

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 256 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.

Other Information

People who have professional expertise in the area but do not have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants with teacher training. Applicants who are not eligible for provisional or full registration will be required to obtain permission to teach from the VIT prior to commencing employment.

Specialist Teacher - Flexible

Job type:

Part time / From 27/01/2023 - 26/01/2024

Job classification:

Not provided

Contact:

Simon Prior | 035/155-1812

Specialist Teacher - Flexible