Art Classroom Teacher

Department of Education Victoria – Brimbank VIC 2d ago , from Department of Education & Training Victoria Established in 1875, Keilor Primary School is located in the City of Brimbank and is adjacent to Keilor Village and the newly opened DET Regional office for the Brimbank/Melton area. The buildings consist of a blend of architecturally designed buildings and relocatable classrooms; including a Library, Science room, Visual Arts Room, Performing Arts Room and Gym which is also utilised for community use. The grounds comprise of landscaped garden areas, playing and sporting fields and five adventure playgrounds. A shaded area with a large sandpit, tables and seating has been established for students who wish to engage in passive play. With an aesthetically pleasing environment and an atmosphere where safety, consultative decision making, caring attitudes and high educational standards are encouraged, students are provided with wide personal, academic and practical experiences. The school has had a strong focus on the key elements of Visible Learning, especially learning intentions, success criteria and multiple forms of feedback to drive improved student learning outcomes. More recently, we have prioritised the High Impact Teaching Strategies (HITS) with a strong focus on Differentiated Teaching, Explicit Teaching and Setting Goals. These priorities have seen an increase in growth in student achievement data. Across Grades Prep‑Six, there is a fundamental and strong focus on Literacy and Numeracy and all students demonstrating individual improved learning growth through cycles of goal setting, feedback and reflection. All teachers engage in year level and subject specific PLCs that focus on improving student outcomes through data analysis and targeted teaching. Intervention programs and Booster Groups in Literacy and Numeracy aim to cater for students who need additional time and support to take on essential learnings, as well as those who are in need of enrichment or extension. Student leadership is facilitated via the Junior School Council and membership teaches students the importance of confidence, accountability, working collaboratively and independence. Our grade 6 student leadership group comprises a range of leadership positions, including School Captains, Vice School Captains, Sport Captains, House Captains, Choir Captains, Cyber Safety Leaders and Art Captains. An annual Art Show, a concert by our Grades Prep‑Two Junior School, Interschool Sports, regular excursions and incursions as well as an annual camping programme are all key features of experiences provided for students each year. Parent and carer involvement is important at our school and encouraged, and we strive to continue to uphold a positive reputation in the community. Our school wellbeing programme, The Resilience Project, focuses on the three key pillars proven to cultivate positive emotion; Gratitude, Empathy and Mindfulness (GEM). The programme has a strong focus on connection, purpose, kindness, emotional literacy and physical health. The Resilience Project has made a positive impact on classroom learning environments, and aligns closely with classroom Essential Agreements that are based on our school values. Mission Statement : Provide a tailored educational experience that fosters curious, confident and lifelong learners. Vision : Empowered to excel, Engaged to learn, Empathy amongst peers. Values : Keilor PS aims to create a safe, secure and supportive environment for learning with emphasis on the school's values. Our five school values are: learning, resilience, teamwork, collaboration and respect. Selectio 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 programmes 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 programmes 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. 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 programmes to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. 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 programmes 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 programmes 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 Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school. 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 programme 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 programme 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 programmes in Australia: Standards and Procedures'; A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. `, #J-18808-Ljbffr