Job ID 1232389
Location Glen Waverley Primary School
Department Glen Waverley Primary School
Role Type Primary Teacher
Subjects/Duties View Subject/Duties
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 08/02/2021
Begin Date 08/16/2021
End Date 01/26/2023
Contact Name Frank Catalano
School Website https://www.glenps.vic.edu.au/
Glen Waverley Primary School is seeking a dynamic and enthusiastic teacher with a comprehensive understanding of the learning needs of students, a willingness to learn and a passion for teaching and learning to join our proactive, forward thinking and vibrant school. Initially, the positon will entail providing additional support to various classes throughout the school and as of the beginning of Term Four, the successful applicant will be asked to take a fulltime classroom roll in either a Year 2 or 3 class.
Glen Waverley Primary School is a very proud Internationally Accredited Member of the Council of International Schools (CIS). We are committed to continuous improvement, global education and excellence in all aspects of teaching and learning and school leadership. We have a reputation for high academic achievement, and we are proud of the achievements of our industrious, respectful students which are enhanced by our families who highly value education. Our school is located on the busy arterial of High Street Road in the suburb of Glen Waverley, very close to the major intersection with Springvale Road in the City of Monash approximately 20 km east of the Melbourne CBD.
Our work and daily practice is driven by our Guiding Statements which provide the frame in which our school operates and comprises of our:
The composition of our Guiding Statements was strategically engineered to include what we consider are the fundamental elements of why our school exists and the morale purpose and core values that drives ‘all that we do’. As such our guiding statements include an overarching definition of what Interculturalism means to us and then the specific language which defines the above elements.
Our student family occupation (SFO) density is relatively steady at 0.22 and our SFOE is 0.1653 which indicates a community with an overall high socio-economic profile with the percentile ranking above 90, showing a school with a high level of advantage relative to other state schools. The proportion of students with a language background other than English (LBOTE) is significant at 95% with 85% deemed to be learning English as Additional Language (EAL). Our current families represent 36 different nationalities. The school’s student profile attracts substantial funds under English as an Additional Language (EAL) and Programs for Students with Disabilities (PSD) and a relatively small amount under Mobility. The school also receives funds for our international students, which are additional to the SRP funding.
There are approximately eighty staff members across a range of fulltime and part-time positions and together offer a diversity of experience, expertise and a gender balance. Our specialist curriculum areas include Visual Arts, Music, Physical Education, Mandarin, Performing Arts, Reading Recovery, Multimedia, STEAM, Advanced Art, Music and Maths. We also value the use of coaching and subsequently employ five Pedagogical coaches (Learning Specialists) in 2 x English, 1 x Maths, 1 x Student Engagement in Learning and 1 x Digital Learning and a Leadership Development coach.
Our 900 (approximately) students can only be described as children who love their school as they are provided with a rigorous and engaging program that is based on the Science of Learning and a personalised approach.
School Strategic Plan – Through the CIS Accreditation process, we undertook a very comprehensive school review in 2016 which has resulted in the development of an SSP which focuses on high level student engagement with a particular focus on the science of learning in order to further enhance student learning outcomes. Our current SSP and AIP are available on our website.
Parents are openly welcomed into our school and participation and support has strengthened in recent times including the introduction of a Community Relations (Parents & Friends) committee and attendance at excursions, incursions and classroom support. School Council is very active and enthusiastic and a sense of school pride is evident in the manner in which the school is presented. Corridors are orderly and purposefully adorned with student learning from classroom and extra curricula activities. The school offers a broad range of extra curricula programs and activities. Before and after school care is also available for families.
We are extremely proud of our school’s curriculum as we have whole school approaches to Reading, Writing, Spelling and Mathematics. Currently our focus is deepening these in order to ensure consistent and high level pedagogical implementation across the school which is an extremely exciting body of work.
The school’s Digital Learning footprint is substantial and continually increasing. Flat screen TV’s are installed in all classrooms, all Prep to Year 3 classrooms have approximately 10 iPads and 6 notebooks and we have a BYOD 1:1 iPad program for students in Levels 4, 5 and 6. Our robotics program is also extensive with approximately 120 robots throughout the school.
Playground areas are located across the multi-level site and students have access to a range of areas including a newly refurbished oval and basketball court, several hard court areas, four sets of playground equipment, and a landscaped central courtyard with sand pit and garden beds that was designed with student consultation. The classroom facilities are located across five main buildings, two cement brick clad LTC (light timber construction) design, each with a central corridor, a number of relocatable mod 5 buildings, a mod 10 (double story portable). The BER provides seven contemporary learning spaces which house the Prep and Year One students and the Reading Recovery, Advanced Maths and Languages programs. The larger of the LTC wings accommodate the library, art room, Multimedia Room, STEAM room, administration area, sick bay and the staffroom. Specialist programs are all allocated learning spaces including physical education, which has access to the school’s gymnasium. Several learning spaces are used for oral language, a multimedia room, robotics, science and some storage.
If you have any questions pertaining this position, please contact me on 9802 9938 or via email at: email@example.com
We wish all applicants well with the recruitment process.
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.