Classroom Teacher

Classroom Teacher - 3 Days per Week (Wed-Fri) Department of Education Victoria – Colac VIC Location Colac Primary School, Murray St East, city of Colac. The school services the eastern residential area of Colac and rural areas of Yeo, Warncoort and Irrewarra. Overview Colac Primary School inspires successful, responsible and independent learners in a safe, caring and inclusive environment. We provide a safe and supportive environment in which students can learn and grow. We want to foster a positive school culture so that all children are actively involved and reach their potential. Mission Colac Primary School aims to work with families to provide a high quality education for all students in a caring, positive and stimulating environment ensuring our students: Develop qualities and skills of independence, problem solving, communication and creativity Achieve high standards of literacy and numeracy Work in a co-operative environment, sharing the responsibility for their own learning and behaviour Are extended to their potential by encouraging, recognising and rewarding achievement and effort Are responsible and caring community members School Values Kindness – to show care and concern Personal Best – to give your best to whatever you do Courage – to do things even when they are difficult Honesty – to be truthful and trustworthy Tolerance – to accept other people’s differences Respect – to be considerate, use good manners and take special care of our school and environment Curriculum & Programs Our curriculum is guided by the Victorian Curriculum 2.0 and comprises: The Arts, English (including Phonics Plus), Mathematics, Humanities, Science, Health and Physical Education, Technology & Respectful Relationships. It also includes personal and social learning such as our values program and peer mediation. We currently run a LOTE program (Chinese) using Skype to communicate with our tutors in Beijing. Specialist teachers conduct Art, Library, STEM and Physical Education classes. Enrichment is provided through programs including extra‑curricular activities. Computers are provided in all classrooms. All have internet access and are used across curriculum programs. LCD screens are in all classrooms and a full set of iPads is used in Grades P‑2. Strategic Plan Goals (2025‑2029) Maximise learning outcomes for every student Strengthen wellbeing and engagement for every student 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. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills in order to effectively engage students and improve their learning. Range 2 Classroom Teacher Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes, 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 about student learning and high‑quality instruction to assist the school to define quality teacher practice. Have 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 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 Range 1 Classroom Teacher The primary focus of the range 1 classroom teacher is on developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. They plan, prepare and teach programs to achieve specific student outcomes. Operate under general direction within clear guidelines following established work practices and documented priorities Possibly have responsibility for the supervision and training of one or more student teachers Participate in the development of school policies and programs and assist in the implementation of school priorities Concentrate on classroom management, subject content and teaching practice May support the planning and teaching of student groups in one or more subjects and participate in induction programs and professional learning activities Responsibilities 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. Diversity and Inclusion The department is committed to diversity and inclusion and to developing a workforce that is representative of the community we serve. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools. We provide reasonable adjustments for staff with disability. Child Safe Standards Victorian government schools are child‑safe environments. All school staff are committed to protecting students from abuse or harm in accordance with legal obligations including child safe standards. The Child Safety Code of Conduct is available at DE Values The department's employees commit to upholding the department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on the department values is available at Other Information All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check. A probationary period may apply during the first year of employment and induction and support programs will be provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Application Requirements Applications must include: A cover letter providing contact information including home address, email and phone number. A CV with a summary of: Experience Qualifications Current VIT registration number and details The names, email addresses and contact details of three referees Your written responses to the Key Selection Criteria (where possible limit to 1 page per criterion) All documents can be saved as one PDF and uploaded to Recruitment Online. Please ensure your name is included in the header of each document. All applicants should ensure their personal profile on Recruitment Online is up to date. Further Information Applicants seeking further information about the school or this position may: Visit the Colac Primary School website at Contact the Principal, Mr John Pickett, prior to the closing date of applications via phone or email ********@education.vic.gov.au. Applications can also be emailed directly to the school prior to the closing date at ********@education.vic.edu.au. Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching; and If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person). 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