Classroom Teacher

11 days ago, from Department of Education & Training VictoriaMagpie Gully PS No 415 was established in 1857 and re-named as Magpie PS No 2271 in 1892.
The historic red brick building was completed in May 1880 and from 1986 classrooms were entirely comprised of relocatable buildings.
In May 2011 the school was almost completely refurbished with new classrooms, new toilets and completion of the upgrade to the 131 year old administration building.
This time marks a renewal of the school and a significant opportunity for the broader Magpie community to be served by a modern school that caters for the latest innovations in pedagogical approaches that foster independent student learning.
The open design will allow all children to become intrinsically aware of how they will become lifelong learners in the Twenty-first Century.
The structure and design of the expansive grounds is enhanced by the outdoor learning options using a variety of courtyards and specialised environments.The school has established a strong staff team that has developed a reputation for a positive approach to working with students and is reaping the benefit of strong connections between parents, students and the school.
Attitudes to the school register high on all data sets and student learning outcomes are solid but show a clear need for improvement in some key learning areas.The values of the school, respect, responsibility and empathy, link to the five keys of confidence, persistence, organisation, getting along and resilience.
These values and keys allow MPS to support students in achieving their personal best and are used as part of the behaviour flowchart to support the community to understand and embrace how students, staff and parents behave and interact at this school.The current student enrolment is 97 with 52% being male and 48% being female.
The school receives funding for students identified as being disadvantaged (equity), are Aboriginal or Torres Strait Islander, and students with additional needs and reported on the nationally consistent collection of data (NCCD).
The school has an SFOE index of 0.5548.Magpie Primary School has a staffing profile that consists of one acting principal, one learning specialist, 6 equivalent full time (EFT) classroom teachers and 8 EFT education support (ES) staff.Magpie Primary School operates five classrooms – Foundation, Years 1 and 2, Years 2 and 3, Years 3 and 4, and Years 5 and 6.
The specialist subjects offered are physical education, health and science/technology/engineering/art/mathematics (STEAM).
The school also provides an intervention program and the tutor learning initiative (TLI), that supports students with literacy and numeracy attainment.
Instruction in developing respectful relationships underpins the school's approach to school wide positive behaviour support.Magpie Primary School has received approval for funding for a large landscape redevelopment of its grounds.
The project is currently in the planning phase with works expected to be commenced in 2025.The key focus of the school is on literacy and numeracy but the school also offers the following specialist subjects on a weekly basis: PE, Art, Music, LOTE (Auslan) and STEM.
The use of technology in our classrooms is used to enhance students' learning.
All classrooms have TVs, computers and iPads.Selection CriteriaSC1: 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.RoleThe 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 2Range 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 studentsModel 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 capacityProvide expert advice about the content, processes and strategies that will shape individual and school professional learningSupervise and train one or more student teachersAssist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.Classroom teacher Range 1The 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-curricular activities.ResponsibilitiesThe 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 ApplyTeachers 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 CommitmentApplicants 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.Child Safe StandardsVictorian 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:pal/child-safe-standards/policyDE ValuesThe 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.Conditions of EmploymentTo 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.Be careful - Don't provide your bank or credit card details when applying for jobs.
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