Classroom Teacher

Values and Culture At Mildura South Primary we strive to cultivate a dynamic learning environment based on our values of Teamwork, Respect, Integrity, Courage, and Kindness. A place where all understand the T.R.I.C.K. to success. Our collective responsibility is to empower each student to achieve high standards, embrace diverse perspectives, and grow as compassionate leaders. Through collaboration and mutual respect, we aim to create a supportive environment where integrity is instilled, courage is celebrated, and kindness fosters lasting connections. Together, we prepare students to navigate the world with confidence, empathy, and a commitment to making a positive impact in our community. Mission At Mildura South Primary School our mission : 'We bring our best selves to school and love the work that we do, striving for high impact and excellence in learning and wellbeing' informs our priorities as we strive to have high impact on the learning and wellbeing of all students, ensuring that we provide challenging learning experiences in an engaging learning environment. School Culture Our school culture values a high work ethic and collaboration with teachers working in Professional Learning Communities to achieve the best outcomes for students. Together as a whole school community we support each other in discovering new learning about ourselves, our capabilities and what we can accomplish. Vision & Goals All students achieving high standards given the right time and support. All teachers can teach to high standards given time, coaching and professional learning and the right assistance. High expectations, teaching to point of need and early ongoing intervention are essential. All leaders, teachers and students can articulate what they are learning and what success looks like (Clarity : Lyn Sharratt). Commitment to Future Ready Learners We have a strong commitment to creating future ready learners, encouraging and enabling the students to connect to the world beyond our school gate. Leadership team – Our leadership team consists of 1 Principal, 2 Assistant Principals and 4 Learning Specialists. Staff Composition We have 23 classroom teachers, 6 specialist teachers, 25 Education Support Officers (Student Learning), a full‑time IT technician and a part‑time library person. Our school is well resourced enabling us to implement strategies to address the needs of all students, including those with special needs. Assessment for High Quality Practice Assessment is formative and teachers gather in their Professional Learning Communities to discuss the best practice to ensure that all students have the opportunity and learning experiences that enables them to flourish. Summative Assessment is carried out each term in Literacy and Numeracy and goals are set according to individual needs to facilitate each child being taught at their point of need. Selected 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. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. 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. 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 is on the planning, preparation and teaching of programs to achieve specific student outcomes. Teachers engage in critical reflection and inquiry to improve their knowledge and skills to effectively engage students and improve learning. As experience increases, contributions to the school program beyond the classroom grow. Classroom teachers may be required to undertake additional duties, provided they align with the salary range, qualifications, training and experience of the teacher. Classroom Teacher – Range 2 Range 2 teachers play a significant role in improving student performance and educational outcomes, supporting the strategic plan and state‑wide priorities, and contributing to policy implementation. 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 and support staff capacity building. Provide expert advice about content, processes and strategies shaping 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 Range 1 teachers are skilled practitioners who work under general direction within clear guidelines and may supervise or train one or more student teachers. They participate in developing school policies and programs, assisting with implementation, and focus on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance from teachers at higher levels. They plan and teach student groups in one or more subjects, participate in induction programs and other professional learning activities to integrate curriculum, assessment and pedagogy. 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). 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. Requirements Provisional or full registration approved by the Victorian Institute of Teaching. If the person completed an Australian postgraduate level initial teaching programme or course of study on or after 1 January, they must have satisfactorily completed a postgraduate level accredited initial teacher education programme awarded by an Australian State or Territory Teacher Regulatory Authority and meet the Australian Institute for Teaching and School Leadership standards. Must have passed the literacy and numeracy test for initial teacher education (LANTITE) where applicable. #J-18808-Ljbffr