Job ID 1232115
Location Carrum Primary School
Department Carrum Primary School
Role Type Primary Teacher
Subjects/Duties View Subject/Duties
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 07/29/2021
Begin Date 08/16/2021
End Date 08/15/2028
Contact Name Clem Langford
Phone 9772 1117
School Website http://carrumps.vic.edu.au/
Carrum Primary School is situated on the southernmost border of the City of Kingston, where Patterson River meets Port Phillip Bay. The school was founded in 1901, and has a proud history of providing the community with a high quality learning environment that caters to the needs of all the students. Our current enrolment of 350 students is shared across 16 classes.
The school is renowned for its self-sufficient farmlet, Stephanie Alexandra Kitchen Garden Program and wetlands/environment studies program, which are highly valued aspects of the school’s sustainability program. The school also has strong connections with the local community through Radio Carrum, Friends of Roy Dore Reserve and Friends of Carrum Foreshore programs. Through these programs our students share their interests within the community and make valuable contributions to the impact of our local environment.
Over recent years the school has continued to develop and enhance the teaching of digital technologies. The school hosts an annual Kids Teaching Kids Digital Technologies Conference, which enables students from over 20 schools to showcase their skills and share their thinking when solving real world problems.
Carrum Primary School operates with 2 Principal class, 2 Learning Specialists, 15 Full Time teachers, 4 Part Time Teachers, 3 Education Support Staff, 1 Administration Assistant and 1 Business Manager, who proactively work to provide a safe, happy, friendly and challenging learning environment, ideal for the promotion of learning potential. Staff work in highly supportive teams and work collaboratively to plan and implement school based learning programs.
Our dedicated staff are committed to the continual development of high quality learning programs based upon Department of Education and Training Education State Initiatives. Teachers plan in teams to deliver explicit instructional models, incorporating high impact teaching strategies, which support students’ development and growth. Staff are very proud of our school culture and learning environment, with student well-being and connectedness being at the centre of our learning programs. The school is continually developing its wellbeing practices using the School Wide Positive Behaviour Framework, to support the delivery of our Student and Staff Wellbeing Programs.
The school prides itself on fostering positive student wellbeing, by facilitating the development of each child as an individual. We encourage students to take an active role and responsibility for their own learning. We develop the skills, values and attitudes within children to create a framework where they can make positive contributions to their community. Our core purpose is to provide flexible differentiated learning programs that incorporate a variety of learning and teaching styles, and cater for the diverse needs of our students.
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.
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:
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.
The role of classroom teacher may include but is not limited to:
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.