Job ID 1238299
Location Birmingham Primary School
Department Birmingham Primary School
Role Type Primary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 09/20/2021
Begin Date 01/28/2022
End Date 01/26/2023
Contact Name Trish Enzinger
Phone 03 9736 3260
Birmingham Primary School is situated in a semi rural area at the foothills of the Yarra Valley.
The school population for 2021 was 690 students, one of the highest enrolments in the history of the school. This is testimony to the excellent reputation the school has within the community. We have very few students who come from Non-English speaking backgrounds, so our involvement with International School to School Exchange (ISSE) has allowed us to bring parts of the globe to Birmingham.
We have visited and received delegations from Malaysia, India, Mexico, U.S.A., China, Peru and Costa Rica. These experiences have opened up the world for our students and has helped them understand and appreciate different people and their cultures. We were the recipients of the Victorian Excellence Award for Global Education in 2019 which has recognised the efforts we have made in developing our students as global citizens. This award is highly coveted and we are extremely proud of our achievement.
We have membership with the Council of International Schools (CIS) and have gained accreditation with CIS .This organisation has assisted us in forging international links but also enables us to work towards and achieve international standards of education.
We have a whole school approach to the teaching of Literacy and Numeracy which is well documented and in embedded into our Inquiry learning. This approach had earned us excellent student learning outcomes.
We view our school as being an integral part of the Mount Evelyn Community, with strong support from parents and the local secondary colleges. We have an extensive and extremely successful Transition Program which we believe orientates our new students and parents into the school. We have excellent relations with our local pre-schools and have regular contact.
At Birmingham we strive to engage our students in meaningful learning and a variety of experiences. We ensure our students have a voice and have choice in their learning. We differentiate tasks to ensure we are meeting all student learning needs. We have a strong values program which permeates the whole curriculum, and these values are continually referred to in and outside the classroom.
The culture of the school is extremely positive and supportive across all levels of the school.
Most importantly, we are true to both our Vision and Mission Statements, created by our whole school community. These are constantly referred to by staff and students and are embraced by parents. These statements represent what we stand for, what we believe is important in education and we endeavour to live that vision when working with student’s, the school community and beyond.
Our 2022 focuses are:
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.
SC6 Demonstrated knowledge and interest in developing students knowledge and awareness of intercultural understanding and sustainability issues so they may realize their unique potential as a Global Citizen.
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.