Job type: Full time / From 28/01/2025 - 23/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1458543
Location ProfileTarneit Rise Primary School is a strong, inclusive community that proudly celebrates our diversity and multiculturalism, and we are recruiting!
Our facilities are state of the art, our children are gorgeous, our curriculum is rigorous, and our leadership is strong. We are not looking for teachers who know everything; we are looking for reflective practitioners (of any level of experiences) who are curious about their practice and who want to make a difference in the world. Instructional coaching is offered to all new staff. As a school we are committed to building teacher capacity because we know the positive effect this has on teachers and their children. We think it's impossible not to leave our school so very much better than when first arriving.
The school attracts and retains a dynamic, caring, and innovative staff who work hard to provide a range of high-quality learning opportunities to stimulate and challenge each child. This is done within a collaborative culture, creating a strong sense of community spirit and high expectations.
Our children are highly aspirational, and respectful, consistently display positive attitudes and are committed to learning. This positive and respectful school culture fosters academic excellence and personal growth, making our school a wonderful place to teach and learn.
The school is recognised for its High Ability program and inclusive teaching practices.
Teaching is designed using educational research and cognitive science. At Tarneit Rise Primary School we ensure our students achieve maximal time on task and we maximise what we do with that time. We build a reading brain in each student through explicit direct instruction, repetition, teacher fidelity, and time on task. We know teaching reading is not just about phonics but is underpinned by phonics and phonological awareness, reading fluency, vocabulary and comprehension and our curriculum is organised so students can develop fluency in all components. We know instructional routines matter, so we ensure to teach first, reduce cognitive load, provide opportunities for students to practice more, and teach more in less time. As educators we know knowledge held in long-term memory is active and can be flexibly and effortlessly applied to a range of situations. Knowledge is what you think with. Because of this TRPS has committed to a knowledge-rich curriculum in which foundational, enabling and problem-solving knowledge is strategically developed as students pass through each stage of their education. Committed to evidence-based decision making, TRPS draws on the research of Barack Rosenshine, to design and map the curriculum, select effective instructional strategies and structure lessons. Explicit teaching, delivery of new material in small steps, guided practice and teacher modelling, questioning, and review and retrieval practice are whole-school agreed strategies that support children make progress in their learning.
Our community works together to ensure every child has a positive, happy, and rewarding school experience. Families and teachers are genuine partners in the learning process, ensuring our children strive to achieve their personal best and show kindness towards others.
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.
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.
Child 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.
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.
#J-18808-Ljbffr