SC1 - Be Respectful to Yourself

Demonstrate self-respect by valuing your own well-being, setting personal boundaries, and maintaining a positive self-image. This involves taking responsibility for your actions, acknowledging your strengths and areas for growth, and prioritizing your mental and emotional health in both personal and academic settings.

Can you describe a situation where you set personal boundaries to prioritise your well-being, and how did that impact your performance or well-being?

SC2 - Be Respectful Towards Others

Foster a culture of respect by treating peers, educators, and staff with kindness and consideration. This includes listening actively, valuing diverse perspectives, and engaging in constructive communication. Show empathy and support to others, promoting an inclusive environment where everyone feels valued and heard

Can you provide an example of a time you had to work with someone whose views and opinions were different from your own? How did you ensure respect in that situation?

SC3 - Be Respectful Towards Your Learning

Approach your education with a sense of appreciation and commitment. This means being diligent and attentive in your studies, actively participating in discussions, and taking advantage of learning opportunities. Value the process of learning by being punctual, prepared, and open to feedback, and striving for continuous improvement in your educational journey.

Tell us about a time when you sought feedback on your performance or skills. How did you use that feedback to improve your learning?

SC4 - Demonstrate experience in School wide Positive Behaviour as a foundational component of behaviour management

SC5 - Demonstrate understanding of how to build a culture of thinking and contribute with in a class across a school.

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.

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.

Victoria Road Primary School is situated in the outer-eastern suburb of Lilydale and has a current enrolment of 233 students. Specialist areas are; Visual and Performing Arts, Physical Education, Herbology, Auslan and Innovation HQ.  Students have access to comprehensive ICT facilities. Our specialist programs are highly regarded and produce some outstanding results. The school is committed to the development of strong Professional Learning Teams and the building of teacher capacity within a supportive environment.

At Victoria Road Primary School it is our philosophy that when provided with supportive, inclusive and challenging environments, all children can develop their academic, social, emotional and personal ability.  We believe it is crucial to offer all children the opportunity to develop a love for learning through nurturing curiosity, creativity and courage through taking part in rich and diverse educational experiences.

"WORKING TOGETHER FOR A BRIGHT FUTURE"

The Victoria Road Primary School community aims to provide a safe, supportive and productive learning environment for all students by:

• developing each child¿s learning through explicit and personalised teaching
• providing a broad range of quality teaching and learning experiences
• engaging students in their learning and their community
• developing social competencies
• promoting sustainable practices

Our core school values are: Be Respectful to Yourself, Be Respectful Towards Others, Be Respectful Towards your Learning.

The school learning program involves planning and teaching in professional learning teams to meet the needs of individual students. Key improvement areas in our school¿s Strategic Plan (2017-2020) are to:

• To improve growth for each student.
• To enhance student engagement and agency in learning.
• To enhance student wellbeing and building partnerships with parents/carers and the wider community.