Montessori Teacher

Karingal Primary School is committed to providing a friendly, dynamic and secure learning environment that strives to develop respectful, resilient, lifelong learners. It supports students to achieve their personal best in an atmosphere of mutual respect and cooperation. School Values Respect is defined by Fairness, Strength, Consideration, and Sincerity Integrity is defined by Truth, Honesty, Responsibility, Loyalty and Safety Persistence is defined by Control, Hard work, Commitment, Learning, Purposefulness and Success Resilience is defined by Humour, Initiative, Flexibility and Courage Relationships are defined by Empathy, Collaboration, Support and Trust Location Profile Located in a well-established residential suburb close to the City of Frankston, 53 km south‑east of Melbourne, Karingal Primary School opens its doors every year to students from a large, picturesque site that boasts established native trees and offers a peaceful contrast to the local urban environment and nearby shopping complex. Environmental Context The school is part of a local network of four other primary schools and a secondary college within walking distance, and benefits from a strong partnership between the School Council, highly professional staff and a dedicated core of supportive parents via an active Parents and Friends Sub Committee. Educational Vision Our policies and programs place the student at the centre of the learning environment. A comprehensive curriculum focuses strongly on literacy, numeracy, science, personalised learning and oral language, with team and whole‑school planning, professional development, resource provision, effective assessment and reporting, and regular programme evaluation. Student Well‑being and Engagement Over the next four years the school will increase focus on student engagement, attendance and personalised learning, ensuring each student is individually nurtured and colleagues successfully manage their professional responsibilities. Classrooms will be stimulating, tidy, accessible, safe and well‑maintained, and students will actively participate in keeping their and the school property organised. Inclusive Practices We promote safety, wellbeing and inclusion of all children, including those with a disability, Aboriginal and Torres Strait Islander communities and culturally or linguistically diverse backgrounds. Applicants are welcome to elaborate on experience working with these groups. Selection Criteria Demonstrated knowledge of the relevant curriculum and the ability to incorporate literacy and numeracy skills, with experience responding to student learning needs. Experience in planning and implementing High Impact Teaching Strategies, guided by how students learn and evaluating their impact on student growth. Experience monitoring, assessing student learning and using data to inform practice, providing feedback to students and parents. Interpersonal and communication skills; experience establishing and maintaining collaborative relationships with students, parents, colleagues and the broader community. Behaviours and attitudes consistent with Department values, reflecting on practice and engaging in professional learning with reference to the Montessori philosophy. Role The classroom teacher classification contains two salary ranges. The primary focus is on planning, preparing and teaching programmes to achieve specific student outcomes, and reflecting on practice to improve engagement and learning. With experience, teachers contribute beyond the classroom, undertaking additional duties appropriate to their salary range, qualifications, training and experience. Classroom Teacher – Range 2 Range 2 teachers play a significant role in improving student performance and educational outcomes aligned to the school's strategic plan and state‑wide priorities, contributing to policy development and implementation. Content knowledge and pedagogical practice to meet diverse student needs. Model exemplary classroom practice and mentor/coach colleagues in critical reflection and staff capacity building. Provide expert advice on content, processes and strategies that shape professional learning. Supervise and train one or more student teachers. Assist staff in using student data to inform teaching approaches and achieve learning targets. Classroom Teacher – Range 1 Range 1 teachers develop skills and competencies to become effective practitioners under general direction, teaching a range of students/classes and supervising/teaching student teachers. They focus on classroom management, subject content and teaching practice while participating in policy development, project teams and co‑curricula activities. Teach independently and assist with policy development and project teams. Participate in induction programs and professional learning designed to integrate curriculum, assessment and pedagogy. Support the supervision of student teachers and collaborate in school priorities. Responsibilities Direct teaching of groups and individual students. Contribute to development, implementation and evaluation of curriculum areas or programmes. Undertake other teaching related and organisational duties as determined by the School Principal. Participate in parent/teacher meetings, staff meetings, camps and excursions. Undertake 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 with demonstrated experience in the specified curriculum area(s). Diversity & Inclusion The Department recognises the importance of a workforce that reflects the community we serve, valuing diversity in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department promotes flexible work and diversity in all schools, providing reasonable adjustments for staff with disability. Additional support for Indigenous candidates is available via the Koorie Outcomes Division. Child Safe Standards Schools are child‑safe environments, with staff committed to protecting students from abuse or harm in accordance with legal obligations and child safe standards. More information is available at DE Values Department values include Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. These values complement the schools' own values and underpin expected behaviours. Further details are available at Qualification Requirements Provisional or full registration approved by the Victorian Institute of Teaching. If completed an Australian postgraduate initial teaching program or course on or after 1 January 2024, demonstrate satisfactory completion of an accredited programme as per the Australian Institute for Teaching and School Leadership standards. Graduates of 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). Other Information All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment is subject to a satisfactory pre‑employment conditions check. A probationary period may apply in the first year of employment, with induction and support programmes provided. Details of all terms and conditions of employment are available on the Department's Human Resources website at #J-18808-Ljbffr