Classroom Teacher

Job type: Full time / From 01/11/2024 - 31/10/2031 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1448733 Location Profile Eastwood Primary School and Deaf Facility, in partnership with its community, seeks to optimise the potential of each individual and promote a friendly, safe and healthy school environment. We aim to extend knowledge, challenge thinking, provide choice and ignite passions. The Facility for Deaf/Hearing Impaired students, services the surrounding districts. Deaf students are integrated with additional support provided by Teachers of the Deaf. The School was opened in 1953 in quiet surroundings in Ringwood East in the City of Maroondah. The 355 students are mostly from the local area with the Facility for Deaf/Hard of Hearing students servicing the surrounding districts. 2014 was the completion of stage 1 of a full rebuild of the school and 2016 will see the completion of stage 2, which when finished will deliver state of the art, contemporary, open learning spaces in three interconnected learning pods. The school's motto `Enthusiasm Precedes Success' empowers individuals and teams to develop a sense of connectedness, purpose and zest for learning. We seek to build self confidence, self esteem and resilience in order for our students to approach life experiences, opportunities and challenges with self- assurance and energy. At Eastwood Primary, teaching practice and curriculum planning begin with the understanding that all students can learn and succeed.Teaching and learning at Eastwood includes:Multi-age groups across the schoolStudents building on existing knowledge and skillsStaff articulating learning intentions for lessons and developing learning program to achieve thisDifferentiation of content, process and products to enable all students to achieve their potentialThe pursuit of excellenceThe acquisition of thinking, problem solving and decision making skillsCelebration of improvement, achievement and successDeveloping self-esteem, self-discipline and an understanding of the rights of othersDeveloping self-confidence, and a preparedness to persist, respond to change and take up opportunitiesDeveloping pride and respect for the environmentUsing teaching approaches, strategies and assessments that are comprehensively planned by teams using AusVELS to maximise student learning.Providing Individual Learning Plans for students with additional needs.Integrating deaf and hard of hearing students into classes with hearing peers and supported by Teacher of the DeafProviding specialist programs in Performing Arts, Physical Education, Visual Arts and LOTE ¿ AuslanCommunicating student learning to parents using three-way conferences, portfolios, two written reports and student support meetingsIntegrating ICT across the curriculum using a variety of interactive devices1:1 tablet program that is currently being rolled out across the schoolAt Eastwood we have a clearly articulated Student Wellbeing practice which is documented in The Eastwood Primary School Engagement and Wellbeing Policy.Our approach is based on researched best practice and focuses on the whole school, small groups of children and individual 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 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-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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ****** 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: 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: This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school. 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. 2569 jobs are currently listed for Schools (Government) Job type:Full time / From 01/11/2024 - 31/10/2031
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