Classroom Teacher

Department of Education Victoria – Wheelers Hill VIC 1d ago, from Department of Education & Training Victoria Jells Park Primary School is a vibrant and dynamic school situated in the south‑eastern residential area of Wheelers Hill, within five minutes walking distance of the Jells Park Reserve, from which the school derives its name. Built in 1979, the school has an immediate impact because of the unique contemporary design of the building which is complemented by an attractive treed setting and well‑maintained school grounds. Jells Park Primary School is committed to the safety and wellbeing of our students. We have zero tolerance towards child abuse of any kind. Student enrolment is approximately 540 and the teaching staff of about 30 is supported by a number of non‑teaching staff working in a variety of capacities. A blend of contract and ongoing staff, working with a variance of time fractions, enables the educational programmes offered to the students to be of a wide range. Accommodation comprises 24 classrooms, an art and craft room, a fully equipped library, a full‑size gym, a performing arts room and a computer lab. The excellent facilities are well utilised by the school community outside of school hours. Jells Park Primary School is a school with a strong commitment to encouraging all students to strive for excellence in a supportive environment, which recognises individual differences and different rates of learning. The school provides a comprehensive curriculum in the areas of English, Mathematics, Science, Humanities, Technology, Health and Physical Education, and the Arts. Mandarin is taught as a Language Other Than English (LOTE) subject. The school’s learning program keeps a sharp focus on the need for highly developed skills in the traditional areas of literacy and numeracy. The Creative and Performing Arts Programme and Sports Programme are special features of the school’s extra‑curricular emphasis. Sport and Physical Education includes students participating in inter‑school sport, intensive swimming and specialist PE lessons. A sequential outdoor education programme exists in Levels 3‑6 and a fitness track around the school is proving very popular. Extra‑curricular activities are a feature of the school with students encouraged to participate in literary, artistic, sporting and problem‑solving events beyond the school. We have had a high level of success in these, in particular, Wakakirri, Maths Talent Quest, Schoolaerobics and the Energy Breakthrough (JP Racing). The importance of the partnership between students, staff and parents is well recognised and is evident in the high level of parent involvement in the learning programmes and extracurricular activities. Students are respectful, cooperative and take pride in the school. All students wear a school uniform, with house colours identified. Students are involved in decision making through the Junior School Council (JSC), with an emphasis on thinking skills and problem solving. Student leaders and JSC members are actively involved in programmes that support the wider community and charities. Student achievement and good citizenship are recognised informally and more formally by a merit award system as part of the School‑Wide Positive Behaviour System (SWPBS). At Jells Park Primary School the students enjoy facilities which are not replicated in many primary schools. The Learning Technology Programme includes a one‑to‑one BYOD programme in Level 4, 5 and 6. An Out‑of‑School Hours Care Programme, offering both Before School Care and After School Care, is well supported and includes Vacation Care. Professional Development of staff is an integral part of the focus placed in ensuring staff keep abreast of current best practice. This enables teachers to be at the forefront of educational programmes offered to students to develop and improve their learning. 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 programme 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 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 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. 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 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. 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 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. 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: 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 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 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 programmes 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. #J-18808-Ljbffr