Foundation Classroom Teacher - Ongoing

Location Profile School Profile VISION Every child will flourish with time, effort and support.

VALUES We value the 3 R's:

RESPECT RESPONSIBILITY RELATIONSHIPS We demonstrate them when:

We RESPECT: Ourselves Others' opinions Others' feelings Property We take RESPONSIBILITY for: Our behaviour Our actions Our belongings Our dress code We build RELATIONSHIPS with each other by: Being honest & trustworthy Caring about the feelings of others Treating others fairly Being well-mannered MISSION We believe that each child will succeed through experiencing quality in:

A broad and challenging curriculum; An enriching program of extra-curricular activities and visits; A stimulating learning environment; Innovative teaching and an investigative approach to learning; An ethos of support, challenge, reflection and encouragement to succeed; Learning partnerships between school, home and community. CONTEXT Alfredton Primary School is situated in Ballarat West and has long been a school of choice in the community. School enrolments peaked at over 600 in 2016. Numbers are now in the high 400s. The school is held in high regard within and beyond the community. Students enjoy an excellent environment, not only for their learning but also for their active and passive recreational pursuits.

The Alfredton school community has the expectation that all children will reach their full academic and personal potential with the school providing appropriate curriculum programs and effective teaching practices. The school is part of the South Western Victoria Region.

Whilst the key focus of the school is Literacy and Numeracy, classroom programs provide a broad curriculum across all key learning areas - the Arts, English, Health, Physical Education, Mathematics, Languages Other Than English, Science, Humanities and Technology. The classroom programs are supported by Educational Support Staff, ESS. Specialist teachers conduct weekly classes in well-resourced specialist classrooms in Japanese, Physical Education, Visual and Performing Arts and Science. In addition, a tutoring program (TLI), Literacy Support and High Achievers Program (VHAP) are provided.

A comprehensive curriculum and an extensive range of extra-curricular enrichment activities are offered, which include sport, performing arts, instrumental music tuition, choir, structured clubs, special days, an annual concert/multi-media event, excursions, incursions, and camps. Students also enjoy many opportunities for leadership.

Restorative Practices underlie our Code of Conduct. Values-based education and Respectful Relationships is taught at all year levels. Student Voice and Agency is promoted and actioned across the school.

Individualised Education Plans are developed for students at all levels to deliver personalised and differentiated learning at each student point of need.

All learning environments have access to high-quality facilities, programs, equipment, and current technology, allowing students to experience exciting, hands-on student-centred learning, catering to their interests and talents through access to networked devices.

Bring Your Own Device (BYOD) is implemented from Year 4 and enhances digital learning and development of ICT skills across key learning areas.

As part of their commitment to the development of a highly effective learning environment, and to take advantage of opportunities to pursue their own professional growth, the staff reflect on ways to improve overall team performance. The staff are focused on refining, improving, and changing instructional practices to improve student achievement by committing to the implementation of the Professional Learning Team (PLT) Inquiry Cycle which is meticulously planned, implemented, and reviewed.

Inquiries are based on the Department of Education's Improvement Cycle:

Evaluate and Diagnose Prioritise and Set Goals Develop and Plan Implement and Monitor To strengthen family engagement in learning and wellbeing and lift our student outcomes, we welcome parents' involvement in their child's learning through; School Council, information evenings, parent-teacher interviews, community events, media platforms, feedback, and our open-door policy.

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 Alfredton Primary Schools and 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, their 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 in defining 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-curricular 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. It is our policy to provide reasonable adjustments for persons with a disability.

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.

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 on the department's website.

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. 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.

To apply for this role, you will be redirected to the Schools (Government) job application system.

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