Generalist Primary Classroom Teacher (Tfi 0011)

Generalist Primary Classroom Teacher (TFI 0011)Job posted: 13/12/2024
Contact: Phillip Cox | 0350702106 OR 0418593730
Reference: 1458711
Occupation: Teacher
Salary Range: Salary not specified
Location ProfileTyrrell College is a P-12 school located in the Mallee town of Sea Lake, which is about 350 kilometres north-west of Melbourne. The community is mainly farm-based and the area is well known for its rich grain farming. Our purpose is to provide a safe, positive and challenging environment where everyone aspires to aim high and become responsible, caring and contributing community members.
Our three pillars are the development of high-quality teaching and learning practices where learning is differentiated and progress is evidence based, and relationships between all community members are embedded and aligned with the College values of Respect, Responsibility, Honesty and Aiming High.
The College has excellent facilities set in a large, well-maintained precinct. The adjoining Community Centre provides for sporting and cultural activities and a Building the Education Revolution funded primary wing is an outstanding facility. The Student Family Occupation (SFO) index is 0.46 with 125 enrolled students, 52 students are in the Primary area and a further 73 in the Secondary area.
The College has composite classes in F-6 and each year level from 7 to 12 is comprised of one class of students. VCE classes operate with one class per study. The College has implemented Pr1me Maths, which is an internationally recognised contemporary mathematics program. Foundation to Year One students follow the Little Learner's Love Literacy program whilst SRA Spelling Mastery is taught three times a week to those in Years Two to Six. This is a research-proven program that uses the evidence-based Direct Instruction method to enable teachers to deliver highly interactive, structured lessons that help students learn dependable spelling skills. Intervention consists of maths tutoring and both Minilit and Macqlit for reading, spelling and phonics.
The College places a great emphasis on a fully-documented curriculum, which is rigorous and personalised, and is currently in the process of finalising the College-wide instructional model. The Victorian Curriculum and VCE curriculum inform curriculum delivery and the College's organisational structures for student learning. In 2023, the College is introducing exciting new studies in VCE, VET and Vocational Pathways to facilitate the new Senior Secondary Pathways Reform. Students at the College also have access to subjects through Virtual Schools Victoria and other external providers.
The small student numbers provide a platform for relationship building between students and students, and students and teachers. Teachers have opportunities in this small school context to know students well, to spend more individual time with students, and to personalise learning for every student. Students participate in an extensive range of cultural, academic and sporting activities, including visiting performances, drama workshops, College productions, camps and excursions, and inter-college sports.
Selection CriteriaSC1 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.
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.

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

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