Primary Classroom Teacher Job at Schools (Government) – Melbourne VIC
Location: Melbourne | Eastern Metropolitan
Job type: Full time / From 09/05/2022 – 09/01/2023
Organisation: Schools (Government)
Salary: Salary not specified
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.
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 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 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.
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 programs 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 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.
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 programs 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.
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.
EEO AND OHS Commitment
The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
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 programs provided.
Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.
The Lakes South Morang College is a vibrant learning environment with an innovative approach to curriculum. Opening in January 2007 the school enjoys facilities purpose built for 21st century learning. The Learning Street is a focal point for curriculum delivery and educators work collectively in Learning Teams to deliver specific literacy and numeracy skills while promoting curiosity and inquiry learning.
Located in the City of Whittlesea the Secondary campus is situated on Jardier Terrace and Gordons Road this site currently caters for Years 7 to 11 students while the Primary Campus on the Lakes Boulevard and Gordons Road has Prep to Year 6 students. The two areas are separated by a nature reserve administered by the City of Whittlesea. The students may be able to use the reserve for learning activities. Our student population is 750. The school will be expanding to Year 12 in 2022.
Secondary – Jardier Terrace site. This site includes the main administration area and school business hub. Learning facilities include a resource centre, 20 general purpose classroom spaces opening onto a flexible, common learning area, an arts precinct, gymnasium, performing arts spaces, dance, music and drama, food technology, a canteen and a STEM centre.
Primary – The Lakes Boulevard site. This site has an administration, general purpose classrooms, art room, resource centre, multi purpose room and a canteen. Merriang SDS -The Lakes campus is co-located on this site.
The design of the school is innovative and makes great use of flexible learning spaces, indoor and outdoor learning opportunities, and ICT capability throughout the buildings. The Primary to Secondary concept takes into account the latest research about the best learning environments for students and will provide for seamless transition between the primary and secondary years.
Why The Lakes matters, why we exist. We do things differently, to prepare our students with the skills they need to succeed in the future. At The Lakes, we create an environment that gives our students the problem solving and critical thinking skills they need for the future, while also building resilience and leadership:
- We use the world around us to create cross-discipline learning opportunities.
- Our teachers don’t sit behind a desk at the front of the classroom and lecture, they work side-by-side with students to solve problems together.
- We create learning spaces across our campus – everywhere is a classroom at The Lakes, because the learning never stops.
- Our students benefit from access to teams of teachers in every class and have access to a broad range of teaching expertise.
We use our cutting edge facilities and state-of-the-art technology to support our approach to learning and teaching:
- Our solar panels do more than just turn the lights on, they teach our students about power usage and the science of renewable energy.
- Our 3-D printers bring to life the creativity of our students and the technical coding skills needed to program them.
- Our music classes bring our student’s writing skills to life and allow them to write, perform and record complete pieces of music – celebrating their skills and building their confidence.
Building on our success and model of teaching we are responding to community needs and driving a bid to extend our offering to year 12. Leadership, collaboration, relationships and community underpin all programs operating at the Lakes. Examples of these are:
- Strong, connected communities need safe, open, accessible centres that create a sense of belonging and are a place of strength in good times and refuge in hard times.
- We open our doors to others, recognising that we have an important role to play in providing a gathering place for the whole community to foster strong local connections.
- Our teachers are recognised and celebrated as leaders in the community, the sector and in the fields of expertise.
- Our students benefit from the mentorship of staff, and gain the confidence to step into leadership opportunities in our school and community.
- Our staff work as a team and work with our students, side-by-side to build strong and respectful relationships.
The Lakes mode of learning is through inquiry and we work to engage our culturally diverse community in an inclusive learning environment.
About the Company
Company: Schools (Government) –
Company Location: Melbourne VIC