Grade 3 - Classroom Teacher

Department of Education Victoria – Cranbourne South VIC 6d ago, from Department of Education & Training Victoria Cranbourne South Primary Schools (CSPS) mission is to empower teachers, students and community members to embrace learning, achieve their personal best and strengthen emotional, social and physical wellbeing. Our vision is to provide all students with an education they can be proud of by exhibiting confidence and creativity in this complex and ever changing world. We strive to assist students in taking ownership of their learning; to grow into responsible, happy, resilient and socially fulfilled individuals. The four values of Positivity, Persistence, Pride and Passion are the cornerstone of CSPS. CSPS opened in 1956; located in a semi‑rural environment approximately 5 kilometres south of Cranbourne. CSPS current enrolment for 2025 is 375. In 2021, CSPS underwent a significant Capital Works project ($5.9 million) which provided a purpose built, new facility (on Browns Road) including specialist STEM and Arts spaces, kitchen, wellbeing, administration, first aid, new toilet amenities, upgrade of the staff carpark and notable landscaping across the school. These works were completed July 2022. The dedicated staff of CSPS comprises of 2 Principal Class, 2 Learning Specialists, 20 teaching staff, 11 Education Support Staff, 1 Business Manager, 2 Office staff, 1 part‑time First Aid/OHS/Emergency Management leader and 1 Welfare Officer (0.6). At CSPS, we pride ourselves on distributive leadership; represented by a strong commitment by the School Improvement Team (SIT). Teams are based on a Professional Learning model, where data and point‑of‑need teaching, learning and wellbeing are the key focus. The school structure is predominantly a singular class model, consisting of 15 classes, divided into Junior (Foundation to Year 2), Middle (Year 3 & 4) and Senior School (Year 5 & 6). CSPS focuses on teaching the stage of development, not the age of the child, through the use of explicit data sources to identify point‑of‑need instruction. Support approaches and programs focus on literacy and numeracy development from the perspectives of early intervention, extension and growth. The specialist programs are a highlight of motivation and engagement. The three key specialist programs open the doors to further critical thinking and discovery for students within The Arts, Health/Physical Education and Environmental Science (new 2021 program). Extra‑curriculum opportunities are varied, including camps, excursions and in‑school activities, swimming and water safety programmes, lunchtime clubs, Perceptual Motor Programme, intra‑/interschool sports, school concert and school/community empowerment projects. CSPS predominately utilises the Google platform for communication and collaboration, with additional Apple technology availability. The Digi‑Tech programme is overseen by classroom teachers; expanded through the introduction of commercial panels/screens in all learning spaces. The Student Wellbeing programme is extensive in the daily implementation of strategies and programmes that support student mental wellness and welfare. CSPS continues to implement the SWPBS (School‑Wide Positive Behaviour Support) framework, in aspiration of full accreditation by 2022. Student voice, agency and leadership continues to develop strongly, evidenced with the Year 6 leadership programme, School Community Captains (SCC), SET (Sustainability & Environment Team), JSC (Junior School Council) and sea‑icare dolphin ambassadors. CSPS prides itself on community engagement and connection, highlighted by the Parents and Friends Association who are crucial in fundraising and bonding the community together. On‑site, TheirCare provides a before/after school care and vacation care programmes. 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, this 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 – these 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. They will model exemplary classroom practice, mentor/coach other teachers, provide expert advice about content, processes and strategies, supervise and train student teachers, and assist staff to use student data to inform teaching approaches. Classroom teacher Range 1 – the primary focus is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. These teachers 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 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. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division. 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. 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 Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching; 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 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'; 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). 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 #J-18808-Ljbffr