Foundation Generalist Teacher
vor 14 Stunden
Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1460991
Job posted: 03/01/2025
Closes: 16/01/2025
Classification: Classroom Teacher
Job duration: From 28/01/2025 - 26/01/2026
Location Profile Mission At Cranbourne West Primary School our mantra is based on the Berry Street Education Model of unconditional positive regard for everyone.
We ensure quality teaching and educational innovation through professional development, effective appraisal, teamwork, collegiate support, and communication.
We genuinely accept all children as individuals respecting their needs.
We welcome community involvement through the provision of an open, supportive, and consultative environment where contributions are recognised and valued.
Learning Vision We believe that successful people need to be active global learners who display effective executive functioning skills.
This is achieved through:
Exhibiting executive functioning skills through our daily organisation Readiness to engage in learning Ability to transition from one phase of learning to another Ability to work individually or collaboratively to solve problems Ability to articulate our learning through various media Being motivated to do our best and wanting to learn Displaying positive behaviours towards others and living the school values; Respect, Trust, Learn, Sense of Humour Each of our school values is supported by our School Values Booklet distributed to all members of our school community and reinforced as part of our Learning Vision.
Cranbourne West Primary School serves an established residential district in the South Eastern Growth Corridor.
It is a medium-sized, well-resourced school supported by a dedicated staff and a committed community.
Our students' backgrounds reflect a wide range of cultural diversities including increasing numbers of students from Non-English Speaking Backgrounds.
Our commitment to develop a school-wide approach to Literacy and Numeracy has been successful with continuous five-year growth.
An emphasis on social competencies skills and a quiet orderly learning environment has enabled us to focus on our school-wide improvement strategies, our collaborative team environment, and being able to provide students with learning experiences in their individual Zone of Proximal Development (ZPD).
This has resulted in a differentiated curriculum that provides learning at each child's point of need.
We encourage students to strive for excellence within their individual potential.
Students are encouraged to be independent learners while continuing to live the school values.
Staff work as collaborative teams (PLCs) to monitor student progress, identify their Zone of Proximal Development, and plan explicit and targeted learning experiences.
Priority is given to the well-being of both our students and staff.
A full-time Wellbeing Officer oversees an organised and respected program that acknowledges the rights and responsibilities of all staff and students.
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.
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.
SC4 Demonstrated interpersonal and communication skills.
SC5 Demonstrated behaviours and attitudes consistent with Department values.
Role 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, their 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.
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; 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.
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.
Contact: To apply for this role, you will be redirected to the Schools (Government) job application system.
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