5-9 Part Time Performing Arts Teacher

Department of Education Victoria – Point Cook VIC 1d ago , from Department of Education & Training Victoria Point Cook P-9 College continues to embed the vision of `creating tomorrow today¿. Our Mission is to provide opportunities for all members to work collaboratively to access a seamless, personalised, and innovative education. We aim to build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential. We encourage connections with the community to promote connected, curious, and tolerant global citizens. Point Cook Primary School was established in 1923 and is unique in that it was situated on Commonwealth land within an active RAAF base. The school was initially developed to provide education for the children of RAAF families living on the base but also accepted enrolments from local Werribee South residents. Point Cook P-9 College was re-located in 2010 to its current site in Point Cook. The College was built under the Private Public Partnership model and has many unique features including state of the art teaching and learning spaces designed in collaboration with Dr Julia Atkin. Our state of the art facility provides the best in contemporary educational design and promotes active student‑centred learning through the creation of adaptable, functional spaces. Our buildings consist of general learning and teaching areas, a Learning Resource Centre/Library, full size indoor gymnasium/basketball court, performing arts/music room, spaces for food technology, design, arts, STEM/technology centre, a wetlands, an environmental science room, a Stephanie Alexander Kitchen Garden and a community space managed by the YMCA. The College is in partnership with the YMCA for the provision of childcare facilities. Under the PPP model, the College has been financed, designed and constructed by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management. Programs offered at the College cater for students in Prep to Year 9. The College specialist programmes include: Visual Arts, Performing Arts, LOTE (Indonesian and Japanese), Food Technology, Stephanie Alexander Kitchen Garden, Health and Physical Education, inter‑school sport carnivals, ICT, and a Year 8/9 elective programme. The College also has an ongoing commitment to Environmental Sustainability Education, Studies of Asia and building international connections and partnerships. The College operates under two Sub Schools – Prep to Year 4 and Years 5‑9. Both Sub Schools are led and guided by a Sub School Principal and leadership teams. Point Cook P‑9 College is proud to offer a learning environment that is reflective of 21st century design and is committed to providing our students with innovative teaching approaches. Our staff are caring, passionate people who are committed to providing the best education for all our students. Our aim is to ensure we cater for not only the students’ academic success but also their wellbeing. Teams of educators work together to plan and teach a comprehensive curriculum and to provide rich learning environments for all students. Our programmes are supported by contemporary resources and the latest research on teaching and learning. Our College provides access to an education that is seamless from Prep right through to Year 9. The curriculum and teaching strategies encourage our students to have high expectations of themselves. The curriculum at our College is developed using an inquiry approach, where students are encouraged to take an active role in investigating and responding to areas of personal interest. All staff provide explicit teaching of new concepts. The Victorian Curriculum forms a basis for teacher planning and curriculum implementation. A range of extra‑curricular opportunities are offered to students, from languages, clubs and sporting activities. The Student Leadership programme at Point Cook P‑9 College provides students from all year levels with leadership training and skill developments, and there are many opportunities to experience positions of responsibility. Our students relish the opportunity to make decisions, take on responsibility and have an input into the direction of the College. Our specialised engagement programmes in Years 7‑9 have continued to gain momentum. In 2021 we implemented our first The High Achievers Programme (HAP) for Year 7s. This programme has continued to grow and is very popular within the college’s community. In 2022 the college implemented its first Athletic Development Programme (ADP). In 2025 the college implemented our first Creative Arts Programme (CAP) for a Year 7 class. We will continue to grow this programme into future year levels. We have found the behaviour and engagement levels of students has increased significantly due to these types of programmes. The wellbeing of our students and staff is of the utmost importance to us. The high calibre Wellbeing team consists of a Wellbeing Assistant Principal, Inclusion Leader, Wellbeing Leader, Mental Health Practitioner, Social Workers, ES‑Integration aides. Department of Education staff also provide support and guidance for our students, staff and families and work alongside our Wellbeing team. The College has been designed as a Community Hub and encourages community use and additional community facilities and programmes, through a partnership with the YMCA and Community Hubs Australia. The relationships between the staff, students, parents and the community is a fundamental strength of our College. Parent involvement and participation is actively encouraged and greatly valued. The College has well established local and international networks and partnerships with other schools, early childhood and further education settings, community organisations, business and industry to support student outcomes and strengthen student pathways. 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. 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, their 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. 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 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 programmes. 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. 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 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. 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 programme 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