STEM/Science Teacher

Government schools – Melbourne Northern Suburbs VIC Coolaroo South Primary School and Kindergarten is situated in a well‑defined residential area in the City of Hume. The school is in a comprehensive community recreational precinct with proximity to a range of local facilities including public transport. Along with Foundation to Year 6 programs, Coolaroo South also facilitates a playgroup through our community hub. Our 3‑ and 4‑year‑old Kindergarten programs are managed by Northern Schools Early Years Cluster. The school has excellent facilities with 13 well‑resourced classrooms along with staff offices and spaces to allow for small teaching groups. Coolaroo South Primary School has an enrolment of 250 and 49 staff, including 2 principals, 21 teaching staff and 26 ES staff. The school’s community draws from a wide range of cultural backgrounds and has a very high proportion of families from disadvantaged backgrounds and generally, a very high number of newly arrived EAL learners. Coolaroo South Primary School has spent time and energy developing strategies, processes and procedures that not only improve student learning but provide a safe and efficient working environment. The school is a Respectful Relationships partner school and focuses on developing socially competent students who are aware of their responsibilities in the wider community. The school also works hard to build positive relationships with all families ensuring they feel safe and supported. Coolaroo South Primary prides itself on its commitment to improving student achievement by offering all students a challenging academic program devised to meet their individual needs. All teaching teams implement inquiry cycles using the Professional Learning Communities (PLC) and the Extending Mathematical Understanding (EMU F‑2) intervention model. The school is organised into single classes whenever possible. It provides instruction in Physical Education, Visual and Performing Arts, Science, STEM. The school offers weekly Arabic immersion classes to mother‑tongue students for years 2‑6. Student wellbeing continues to be a high priority for staff. The school employs the equivalent of 1 EFT speech therapist who provides phonological work alongside teachers as well as individual clinical work for PSD students. A play therapist and student counsellor are employed to work individually with students experiencing social, emotional and behavioural challenges. All staff are trained in Berry Street (trauma‑informed practice) ensuring consistent implementation of these strategies. 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 programs 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 programs 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, 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. Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes. They contribute to the development and implementation of school policies and priorities and focus on increasing the knowledge base of staff about student learning and high‑quality instruction. Range 2 classroom teachers will be expected to: 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 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 Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities. They 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 programs 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. 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 program 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 serve. 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, Impracticality, 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 This position is for STEM/Science and is over 3 days only Tuesday, Wednesday and Thursday. 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. #J-18808-Ljbffr