Specialist Teacher

Department of Education Victoria – Braybrook VIC Situated in Braybrook, in the municipality of Maribyrnong, Dinjerra Primary School is a P-6 primary school of 220 students and 30 staff members. The students, staff and families of Dinjerra value our vibrant community, and enjoy the opportunities to connect with each other at whole school events, such as the Family Fiesta, Harmony Week and a variety of fundraisers. Braybrook itself is going through a re-generation, and this is reflected in the demographic changes to the school's cohort. The school uses the School Wide Positive Behaviours framework (SWPBS) within classrooms and in the playground, underpinned by our school values: SOAR: Learning for Success Learning with Optimism Learning as an Adventure Learning as a Responsibility The 10 grade class structure comprises of 2 straight Prep classes and composite classes for 1/2, 3/4 and 5/6. Our specialist areas are: Art, Physical Education, STEM and LOTE (Spanish). Each class also visits the school library once per week, and participates in weekly Music sessions, provided and funded by ACMF (Australian Children’s Music Foundation). Professional Learning Community Priorities Ensuring that all students learn at high levels Being results driven and informed by data A collaborative culture The staff work collaboratively to build high‑quality curriculum and teaching and learning practices so that students experience optimal learning experiences. The intervention program is implemented both within the classroom and small group withdrawal intervention. The school uses Sounds Write as its phonics‑based programme. Dinjerra’s Wellbeing team actively supports students and families with engagement and wellbeing needs, supported by our Social and Emotional Learning (SEL) approach. Selection Criteria 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. 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. Demonstrated experience in monitoring and assessing student learning; using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. Demonstrated interpersonal and communication skills; establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community. Demonstrated behaviours and attitudes consistent with Department values; reflecting upon practice and engaging in professional learning to continually improve teaching quality. 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 to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience, the contribution to the school programme beyond the classroom increases. All classroom teachers may be required to undertake additional duties in addition to their rostered teaching duties if 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 improving student performance and educational outcomes, supporting 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 focuses on increasing staff knowledge of student learning and high‑quality instruction to assist the school in defining 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, supporting staff to expand their capacity. Provide expert advice about content, processes and strategies that will shape individual and school professional learning. Supervise and train one or more student teachers. Assist staff in using 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 practitioner with structured support and guidance from higher‑level teachers. They plan, prepare and teach programmes to achieve specific student outcomes. Range 1 teachers operate under general direction within clear guidelines, following established work practices and documented priorities, and may supervise and train student teachers. At range 1, teachers participate in the development of school policies and programmes and assist in implementing school priorities. The focus is on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants plan and teach student groups in one or more subjects and participate in induction programmes and professional learning activities that integrate 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 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: 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Application Requirements A resume including relevant experience as well as personal details (name, address and contact numbers, business and home). A section addressing the selection criteria and the requirements for application under the Who May Apply section. Names and contact numbers (telephone and email if possible) of two referees who can attest to the claims made in your application. 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 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 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\"; and 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