Classroom Teacher - Part Time 0.6

Job type: Part time / From 15/07/2024 - 20/12/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1421255
Job posted: 19/06/2024
Closes: 02/07/2024
Occupation: Teacher
Classification: Classroom Teacher
Job duration: From 15/07/2024 - 20/12/2024
Contact: Phillip Coloca | 03 8015 2900
Reference: 1421255
Occupation: Teacher
Salary Range: Salary not specified
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 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:
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. 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 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.
Location Profile Background Eynesbury Primary School is located in Melbourne's outer west, presently catering for an enrolment base of 440 students which has exceeded our projected capacity of 400. The school occupies modern and architecturally designed facilities including two Learning Communities, a STEAM building, performing arts space and a competition-grade gymnasium.
The school was founded in January of 2021 and caters for students and families living within the Eynesbury Township. Predicated on a foundation of high expectations for all members of our school community, Eynesbury Primary School aims to guarantee an outstanding education for every child in our care and does so through an emphasis on explicit and direct instruction across all learning areas, supported by a commitment to a literacy framework informed by the Science of Learning and Reading and the ongoing development and implementation of a knowledge-rich curriculum.
Educational Vision Eynesbury Primary School¿s objective is to ensure that all students will attain the knowledge and learning traits that will enable a lifelong love of learning and the disposition and capacity to engage critically and confidently within Australian society.
Our mission during this foundation period is to create a school that will  ensure the learning and achievement of every child and to empower young people and their community to work together in this pursuit. Students at Eynesbury Primary School will become creative and critical thinkers, empowered to positively impact both their school and their community.
They will work in partnership with their teachers to monitor their progress, identify their next point of challenge and collaborate positively with their peers.
Eynesbury Primary School will maintain high expectations for all students, underpinned by an aspirational learning culture based on evidence, best practice and inclusion.
Our founding values are Excellence, Integrity, Community and Kindness:
We will embrace high expectations for ourselves and our community and strive for excellence in all endeavours We will act according to our values, demonstrating integrity through honesty and trust in each other We will come together as a learning community of students, teachers and families in a way that represents the hopes and aspirations of the Eynesbury township We will demonstrate kindness towards each other and to ourselves. Eynesbury Primary School¿s Child Safety Code of Conduct: 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 the Child Safe Standards. Eynesbury Primary Schools Child Safety Code of Conduct is available on the school¿s website. All successful candidates will be required to provide documentation outlining suitability to working with children.
This organisation promotes the safety, wellbeing and inclusion of all children, including those with a disability. Eynesbury Primary School also promotes the safety and wellbeing of Aboriginal children, and encourages applications from Aboriginal peoples. This organisation promotes the safety and wellbeing of children from culturally and/or linguistically diverse backgrounds, and encourages applications from people from culturally and/or linguistically diverse background.
Applicants are welcome to elaborate on experience they may have working with Aboriginal children and/or communities, children with disabilities and children from culturally and/or linguistically diverse backgrounds.
Other Information Applications must include:
1. A cover sheet providing contact information including home address, email and phone number.
2. A CV with a summary of experience and qualifications.
3. Specific Key Selection Criteria response.
4. The names, email addresses and contact details for three referees.
For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be¿saved as one pdf and uploaded to Recruitment on Line.¿ Please also ensure that your name is included in the header of each document.
All applicants should ensure that their personal profile on Recruitment Online is up to date
Applicants seeking further information about the position or a tour of the school are encouraged to contact the principal, Mr Phillip Coloca. Please contact reception on 8015 2900 or email ******
Part time / From 15/07/2024 - 20/12/2024
Job classification:Classroom Teacher
Contact:Phillip Coloca | 03 8015 2900
To apply for this role, you will be redirected to the Schools (Government) job application system.

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