2025 Ongoing Classroom Teacher

Location: Melbourne | Southern MetropolitanJob type: Full time / From 28/01/2025Organisation: Schools (Government)Salary: Salary not specifiedOccupation: TeacherReference: 1453586Location ProfileWe are seeking an enthusiastic teacher to join our team in a Classroom Teacher role (5 days per week). Please include in your cover letter if you have any experience using the Berry Street model, Talk for Writing or have an understanding of trauma-based teaching.We have an incredibly strong Wellbeing program, focusing on building relationships and catering to the diverse needs of the students. We teach students how to manage their behaviours and self-regulate. If this is an area of interest for you, please reference this in your cover letter, including your experiences, skills and beliefs.Our curriculum approach has seen our students achieve fantastic results. We follow the Science of Reading (SoR) and Talk for Writing (T4W) approaches; this has proven to be very successful and would be a huge benefit if you already have experience in this area.Cranbourne Park Primary School was built in the early 1960s. It is located in the heart of Cranbourne and services the City of Casey. There is a current enrolment of approximately 290 students from a diverse range of backgrounds. Our staff pride themselves on going above and beyond to support our students and community.Our school vision is to inspire every student to achieve all round success in every aspect of their lives. To drive this vision, our mission statement is to provide a safe, structured and supportive environment where all students can reach their full potential.We pride ourselves on the improvements our school has made through new leadership, a new curriculum, and a new wellbeing approach. Our school success is a result of the commitment from staff and students.Values:Respect for YourselfRespect for OthersRespect for LearningRespect for the EnvironmentStaffing profile includes:Assistant PrincipalLearning Specialist20 Classroom Teachers14 Education Support StaffTeaching and Learning:Professional Learning teams drive learning across the school, during PLTs staff challenge each other, analyse cohort data, reflect upon teaching and plan for future learning.Learning programs are constantly evaluated and enhanced keeping up with best practice and current research.There is a strong emphasis on literacy (Talk 4 Writing) and numeracy.Specialists rotate through a number of programs including our wellbeing approach which centres on the students developing skills in making positive choices through our 5R model for wellbeing and inclusion.School facilities include:Three main buildings (17 classrooms)Portable building (2 classrooms)A large oval space - currently undergoing a $2m upgradeAsphalted play areas and basketball courtsThe school has completed significant works to upgrade the facilities for students and there are further works being planned.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.RoleThe 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 2Range 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 1The 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-curricular activities.ResponsibilitiesThe 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 ApplyTeachers 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 CommitmentApplicants 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.The Department of Education 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.Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ****** Safe StandardsVictorian 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: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.
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