Classroom Teacher

Department of Education VIC – Richmond VIC
1 day ago, from Department of Education & Training Victoria
South Yarra Primary School is one of the oldest continuously operating primary schools in Victoria, established in 1854, and one of only a few schools within the City of Melbourne. The school is five kilometres from the Melbourne CBD and has the advantage of opening onto Fawkner Park, known as 'The School on the Park'. The school has been providing education for 170 years. The present enrolment of 463 students comprises 222 girls and 241 boys in 21 classes. We are proud of our diversity and are sensitive to the varying family, ethnic, and socio-economic backgrounds of all of our students.
South Yarra Primary School places a strong emphasis on both learning and well-being, considering them as top priorities. We are committed to excellence across the whole curriculum with our entire leadership and teaching team committed to high-quality outcomes. Our explicit teaching and learning program has a focus on each individual student, and the school is structured intentionally to maximise learning opportunities for all our students. Teachers differentiate the curriculum and personalise learning to meet the learning needs of our students. Our programs adhere to the prescribed curriculum for all Victorian government schools.
The staff profile consists of: 3.0 Principal Class, 33 teachers, and 11 Education Support Staff. The school has a highly professional and committed group of teachers and Education Support personnel whose many skills, attributes, and experience provide a challenging and supportive learning environment for students. The model of collaborative decision-making and distributed leadership underpins and enriches the collective responsibility staff have for the effective operation of this school.
A strength of our school is the value placed on community by students, families, staff, local residents, and businesses. We enjoy a high level of involvement and support from parents, and the home-school partnership is highly valued. Our vision is to strive for a rich, high-performing learning community that is inclusive and maximises opportunities for all. Our school values - respect, responsibility, friendliness, caring for others, valuing difference and including others, underpin our vision.
In 2023, our school successfully underwent a comprehensive four-year review. The report from the review team commended the outstanding achievements of our staff in fostering a high-performing and positive school culture. This culture has significantly enhanced learning opportunities for all our students. Additionally, the team recognised the dedication of our staff in implementing our Pedagogical Model, which incorporates diverse teaching and learning strategies, ensuring active engagement and success among students. Remarkably, the school received an 'Excelling' rating in all five areas of the Framework for Improving Student Outcomes (FISO 2.0), namely Leadership, Teaching and Learning, Assessment, Engagement and Support, and Resources, with 'Excelling' being the highest score.
The Induction Program for new and Graduate teachers is underpinned by the key aspects of our school vision and ethos and is in accordance with Victorian Institute of Teaching (VIT) requirements. This Induction Program focuses on establishing mentoring by individuals and teams, adherence to the recommended guidelines, and professional learning opportunities with our in-situ consultants and staff mentors, to ensure our new teachers have the necessary support and information to effectively perform their role.
We enjoy a strong collaborative relationship with our network and local cluster of schools. We host tours by local and state colleagues, sharing our professional knowledge, practices, and resources across the broader education community. Specialist programs are offered in Physical Education, Visual Arts, S.T.E.A.M. (Science, Technology, Engineering, Art, and Mathematics), Drama/Music, and French. A range of extracurricular activities is offered to accommodate the diverse interests, passions, and talents evident in our students.
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 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. 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 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.
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 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 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.
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.
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.
Other Information No job description available
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 HR Website VIT LANTITE 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.
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