Music/Performing Arts Teacher

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. SC6 Demonstrated ability to enhance student learning outcomes in a music and performing arts programme. 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 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 additional duties in addition to their rostered teaching duties provided the responsibilities are appropriate to the salary range, qualifications, training and experience of the teacher. Classroom Teacher – Range 2 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 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 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: Child Safe Standards Policy . 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: Department Values Overview . 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 HR Website . 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 HR Website . 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. Location Profile White Hill Primary School is located on the northeastern edge of Bendigo, four kilometres from the city centre. The original school opened in 1877, but moved to the current site after construction of a new school was completed in 1985. The school consists of the main building that contains 13 permanent classrooms, two art spaces and maker spaces (shared spaces between groups of classrooms), a refurbished staff space and new school library. The school has four relatively new relocatable classrooms and two older portable buildings and a dedicated staff car park. White Hill Primary School’s vision is to create a safe community that provides meaningful learning and growth. Our school endeavours to develop independent, confident children and foster a community that values lifelong learning, connections, inclusivity and wellbeing. Our school values (Resilience, Responsibility, Respect and Aspire) and five key actions drive our vision: Professional Growth and Quality Teaching, Building Community, celebrating individuality, High Expectations and fostering a Kind Supportive Community. The school motto is ‘Educating for the Future’, in which we endeavor to instill the essential toolkit all our students need for our diverse world. We aim to create calm and creative classrooms in which students can actively participate in all aspects of the curriculum. The philosophy of our school is firmly based on the belief that the best educational outcomes are achieved when students, staff and families work together to ensure the social, physical, emotional and intellectual development needs of students are met. We have a current enrolment of 585 students; 55 students with English as an Additional Language and 39 students identified as Aboriginal and/or Torres Strait Islander. We have 28 classrooms comprising an average of four classes for each year level from Foundation to Grade 6 with an average class size of 20.5 students. We employ over 70 full and part‑time staff, providing a broad range of experiences and skills from first‑year graduates to very experienced teachers and dedicated Education Support staff. Our specialist subjects include Visual Arts, Performing Arts/Music, Physical Education, STEM, Library and Chinese Language & Culture. The breakdown of our current staff profile is as follows: Executive Team (Principal, Assistant Principal, 3 Leading Teachers (Literacy, Mathematics and Wellbeing)) 2 Learning Specialists 24 full‑time classroom teachers 18 part‑time teaching staff (classroom and specialist teachers) 18 integration aides (mix of contract and casual) 3 part‑time EAL support staff 3 wellbeing staff (1 full‑time, 2 part‑time) 1 full‑time Business Manager and three office staff Our play spaces incorporate a large oval, two large shade‑cloth protected adventure playgrounds, two shade‑cloth protected sand pits, covered basketball and netball courts and a sports shed. These areas provide a venue for all‑weather outdoor physical education, sport and assembly purposes. The Department of Education’s 2.0 Victorian Teaching and Learning Model and the High Impact Teaching and Wellbeing Strategies define our pedagogical approach, and guide the development of our learning experiences, curriculum documentation and our assessment and reporting approaches. Student Enrichment is provided through programmes including Reading Club; a variety of lunchtime clubs (such as sport games, board games, Pilates, mindfulness, choir and gardening club, tech club); swimming; camps; interschool sports; and opportunities to participate in a variety of Mathematical, Literacy competitions, STEM and Chinese competitions. The school is supported by an active School Council, Parent & Friends Team and by the wider community. We recognise the value of seeking and maintaining strong community connections. We promote and encourage the active involvement of parents and community volunteers to support the running of the school, and the attainment of our teaching and learning goals for our students. Additional information for potential applicants is available on the school’s website at or by contacting the school on . #J-18808-Ljbffr