Classroom Teacher Stem

Job DescriptionLocation: Gippsland | Bairnsdale
Job type: Part time / From 28/01/2025 - 28/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1437976
Location ProfileLindenow Primary School is in the centre of the township of Lindenow, which sits in the beautiful Mitchell River Valley, fifteen kilometres west of Bairnsdale in East Gippsland. Local farmers in the fertile river flats produce high quality vegetables, beef and dairy products. Locals enjoy the wonderful surrounding features such as sporting facilities/venues/activities, the beautiful Mitchell River, Gippsland Lakes, native forests, mountains and the close proximity of the ocean.
The school enjoys a close relationship with the community and is a source of pride within the community. With a student population of around 132 students, the school takes pride in maintaining a very good student/teacher ratio in the classrooms. The staff consists of a combination of young and experienced teachers. Eighty per cent of the students travel to school by bus or car from outlying rural areas.
The school has several features such as a comprehensive Arts Program, student enrichment, student leadership, teacher mentoring and peer support. The school is currently organised with eight classrooms. The school has excellent facilities and maintains a second campus at Woodglen, which is situated ten kilometres west of Lindenow. This campus encompasses outdoor education, art and agricultural science programs. Some overnight camps and excursions are held at this campus. Both campuses are well maintained and the students are offered a range of educational experiences.
Lindenow Primary School values partnerships between students, teachers, parents and the wider school community. Parents and community members are involved in many areas of the school such as classroom helpers, sporting and arts activities, ground and building works, fundraising, camps and excursions.
Selection CriteriaSC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of science, technology, engineering and mathematics (STEM) skills. Demonstrated experience in responding to student learning needs according to the Berry Street Education Model.
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 in STEM education. 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, well-being 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 and learning.
RoleThe 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.
ResponsibilitiesCore responsibilities include:
Planning and implementing a range of teaching programs or courses of studyTeaching an area of the curriculum or a general curriculum to a year levelMonitoring, evaluating and reporting student progress in key learning areasImplementing strategies to achieve targets related to student learning outcomesMaintaining records of class attendance and recording student progressImplementing effective student management consistent with the school charter.Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolioAdditional responsibilities may include but are not limited to:
Supervising a range of student activities including support and welfare programsContributing to a range of co-curricular programsWho 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar.
DE ValuesThe 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 InformationAll 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.Conditions of EmploymentAll 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.VIT LANTITETo 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.

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