Classroom Teacher

Classroom Teacher - Science / Food Technology - $2,000 bonus incentive Department of Education Victoria – Cranbourne VIC 10d ago , from Department of Education & Training Victoria Quarters Primary School is located at 10 Morningside Boulevard, in Cranbourne West. It opened on the first day of Term 1, 2023. The school has space for 715 local students, including approximately 65 places for young people with specialist needs. The school opened for enrolments for students in Prep to Grade 6. The school includes: an administration building with a library, staff offices and amenities as well as specialist teaching areas for science and food technology, 3 learning neighbourhood buildings with general purpose classrooms, and flexible and collaborative teaching spaces, a community hub building with a competition‑grade gymnasium, canteen, music and drama space, 2 outdoor hard courts and a sports field. Quarters Primary School is a supported inclusion school. Supported inclusion schools are mainstream schools designed to support a higher number of students with a disability than typical mainstream schools. Supported inclusion schools offer additional amenities to support and enhance learning such as: acoustics and lighting designed for the needs of students with particular disabilities, wider corridors where wheelchairs can pass, fitness rooms for physical education and therapy, enhanced accessible toilets fitted with hoists, smaller multipurpose spaces suitable for consultations, 1:1, or small group learning, additional provisions for student pick‑up/drop‑off, covered walkways and kitchen facilities for students with special dietary or medication requirements. VISION: Quarters Primary School’s vision is to develop curious and resilient life‑long learners through positive learning pathways. We aim to provide an inclusive and safe environment, where high expectations encourage independence, excellence, responsibility and respect for others. MISSION: Quarters Primary School’s mission is to foster a welcoming atmosphere which creates a sense of belonging amongst our students and their families. Our inclusive environment acknowledges and respects children from diverse family and cultural backgrounds. We value and celebrate the differing academic and social needs of our students and work to respond, accept and meet these needs. ACHIEVE The Quarters Primary School learners, families and staff will live by the values under the banner of ACHIEVE A Acceptance C Creativity H High expectations I Inclusion E Empathy At Quarters Primary School, staff are committed to creating learning experiences that engage everyone to explore through their own curiosity and to prepare our students to actively engage in the challenging world around us. Their teaching and learning will have a high emphasis on wellbeing, literacy, numeracy as well as inquiry. The environment is required to be orderly, safe and stimulating, celebrating diversity and inclusion. Staff work collaboratively and learn together to improve practice. They build relationships with all stakeholders to support connectedness and a sense of belonging. There is a high expectation of all staff to commit to the positive and inclusive culture of Quarters Primary School where all decisions are learner centred. Staff are motivated and dedicated to being valued foundational staff members of a new school. This includes investing time and participating in building connections with community through a variety of events and programs. Quarters Primary School is seeking positive, enthusiastic, innovative staff to support the dedicated work of a mainstream/SIS school. This position may attract an incentive payment of $2,000 (pre‑tax) for the successful candidate. For further information, interested applicants are encouraged to contact the Principal, Liz Davey on (***********@education.vic.gov.au). Please provide the names and contact details of 3 current referees in your application. Ensure each page of your application is named and KSC responses are kept to 1 page. Please add your name to the application file name when saving to ROL 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 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. 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 for roles within the Department. 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 and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au. 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. 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: DE Values 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: Conditions of Employment 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 provided. Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: 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”; and 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). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Be careful – Don’t provide your bank or credit card details when applying for jobs. Don’t transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. Sign in to start saving jobs in your profile. Don’t have a Jora account? Register with: Do you want to receive recommendations for similar jobs? #J-18808-Ljbffr