Visual Arts Classroom Teacher

Job type: Part time / From 15/07/2024 - 09/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1419705
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 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 (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:
Please ensure that your application includes:
¿ a resume including relevant experience/education as well as personal details (name, address and contact numbers, business and home)
¿ a section addressing the selection criteria and the requirements for application under the Who May Apply section
¿ names and contact numbers (telephone and email if possible) of two referees
Conditions of Employment 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 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 Golden Square Primary School (GSPS) 5531 was established on Laurel St in 1873 in response to a burgeoning local population and economy associated with the boom of the goldfields and the work and wealth they generated. In 1956 Maple Street Primary School was established, a brisk walk just across the highway as an annex of GSPS, which then graduated to become its own school in the 1970s. The next significant phase began in 2009 when a merger of the two schools was initiated. This being in response to changing demographics and falling enrolments. The merger of the two schools offered an opportunity via a School Regeneration Project to build a new, contemporary design school for the Golden Square community.
From 2010 to 2012, the school operated as a single school on two campuses, one at Laurel St and the other at Maple St. At the beginning of 2013, students and staff from the Maple St campus were relocated onto the Laurel St campus under the banner of Working As One - at the same effectively providing a greenfield site for the construction of the new Golden Square Primary School on the Maple St campus. On Tuesday June 9th, 2015 the school community conducted a symbolic walk from the Laurel St campus to the Maple St campus heralding the school¿s first full day of operation in the new school building.
There are 15 generalist classes with the majority of these being composite. The 2023 Student Family Occupation & Employment index (SFOE) is 0.4508. This figure has decreased and now stabilised. Our community has a blend of culturally and economically diverse families presenting the school and students with a rich variety of learning opportunities.
The school has just undergone its 4-year review in the latter part of 2023 and the new School Strategic Plan and 2024 AIP are now being implemented. We maintain our focus on teaching and learning while at the same time ensuring that we fully support the health, wellbeing and engagement of every child so they can achieve academic excellence in an outstandingly inclusive environment.
Our school motto of Working as One is crucial to us achieving the goals and targets outlined in our SSP as we implement consistent evidence-based practises throughout the school. Our newly developed mission and vision statements also provide a powerful insight into the commitment we are making to the children in our care and the work we are undertaking.
Mission: To engage all children in a high-quality education where they will thrive in their social, emotional and academic journey.
Vision: Our Golden Square Primary School community will work collaboratively in a safe, kind and respectful environment that inspires a passion and curiosity for learning.
Golden Square Primary School has an outstanding Specialist Program in place and the successful applicant would join a team of collaborative, passionate and inspiring teachers. 1242 jobs are currently listed for Schools (Government)
Job type: Part time / From 15/07/2024 - 09/01/2025
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