Primary Classroom Teacher - Stem

Selection Criteria SC1: Demonstrated understanding of initiatives in student learning including the Victorian Curriculum, and the capacity to implement curriculum programs consistent with them. 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 ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning. SC4: Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop strong relationships with students, parents and other staff. SC5: Demonstrated commitment and capacity to actively contribute to a broad range of school activities, outside the classroom. SC6 : Demonstrated awareness of, and commitment to, the school¿s Japanese bilingual education. 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.