Job ID 1238229
Location Brighton Primary School [Multiple Location Campus]
Department Brighton Primary School
Role Type Primary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Part-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 Steve Meade
Phone 03 9592 0177
School Website www.brighton.vic.edu.au
OUR MISSION & VISION
Brighton Primary School: As an internationally-minded school, our reputation stands on honouring our history, focusing on the present and preparing for the future. We believe that the growth of our children is at the heart of our community. By focusing on the whole child, we facilitate a sense of belonging and achievement through powerful interactions with other learners and rich learning tasks.
Our vision is to build a community of active learners who can meet challenges of our rapidly changing world and become responsible global citizens. Brighton Primary School strives to develop the attributes of the IB learner profile. We have positioned ourselves globally through our membership of Council of International Schools and authorization by the IB to deliver the Primary Years Program (PYP) and develop global citizens.
We value our colleagues as reflective educators who are open to new ideas and focused on best practice as they educate our students to develop as critical thinkers and lifelong learners.
Brighton Primary School was established in 1875 and is situated in the Bayside suburb of Brighton, 12 kilometres from the CBD. Brighton fronts Port Phillip Bay. With almost six kilometres of coastline within Brighton's suburban boundary, there is a diverse range of attractions and activities for all. The school has strong generational ties and is well supported by the School Council and parents.
Brighton Primary School’s design is traditional and has approximately 29 classes organised in year levels. Brighton Primary School has been redeveloped with attention to maintaining the architectural integrity of the two brick Victorian buildings and also has a large number of re-locatable buildings. Generally, they are grouped in year levels to support our collaborative approach to learning and teaching and maximise the student playing space. The school is fully air-conditioned, and all rooms are uniformly furnished to provide a familiar environment for students as they progress across the school.
Brighton Primary School has an enrolment of approximately 630 students, which includes 18 students with moderate to profound hearing loss enrolled in the regional Hearing Unit hosted at the school. Our school culture of shared responsibility and collaboration ensures that our Hearing Unit functions as an integral part of the school community, supporting students to fully access mainstream education.
Brighton Primary School has a rich, well-resourced Specialist Program. There are purpose-built Science, Music and Art Rooms and a Gymnasium. As well, there are literacy and numeracy resource rooms and a large shared learning space in the junior hall. The Library is centrally located and available to students at lunchtime, as well as class time. Adjoining it is the Performing Arts Centre, the LOTE room and the school canteen. The school community raised the funds to fit-out these spaces and construct the covered walkway that connects all classrooms and specialist teaching areas. Our Outside School Hours Care program, TeamKids, is accommodated in the LOTE room and the Gym.
A variety of spacious and shaded areas that are landscaped provide a safe and well-equipped play area for students. There is a turfed oval and an athletics track, two adventure playgrounds, a fitness circuit and netball and down-ball courts. Below the junior play equipment is the Wonder garden, designed by our students. It is both a teaching space and a playing area. The Brighton Primary School community has funded the outdoor equipment and development of the grounds and are maintained by the School Council Facilities Committee and regular working bees. As well, School Council employs a groundsman.
SC1 Evidence of commitment to high quality teaching and learning that fosters the development of the whole child, academically, socially, emotionally and physically.
SC2 Demonstrate capacity to work with colleagues to continually improve teaching and learning and a commitment to ongoing professional learning and its application to classroom practice to provide individualised, differentiated and personalised learning for students.
SC3 Demonstrate understanding for the Professional Learning Community model and how it supports learning for all including monitor and assess student learning data and to use this data to inform teaching and improve student learning.
Demonstrate high level written and verbal skills in both English and French and high-level interpersonal skills including a capacity to develop collaborative relationships with students, parents and other staff.
SC4 Demonstrate high level written and verbal skills in both English and French and high-level interpersonal skills including a capacity to develop collaborative relationships with students, parents and other staff.
SC5 Demonstrate a commitment and capacity to actively contribute to a broad range of school activities.
SC6 Demonstrate knowledge of the IB PYP and its relationship to the Victorian Curriculum and a commitment to undertake additional professional learning in this area.
Please note: the written response for each of the key selection criteria above should be no more than one A4 page each.
POSITION OVERVIEW: LOTE FRENCH TEACHER
Brighton Primary has a strong history of teaching a second language. We recently completed a review of our current language program which saw Italian taught to students in Grade Prep to 4 then Chinese Mandarin taught to students in Grade 5 & 6. Our review showed that our community is in favour of a common language Grade Prep - 6 that supported a pathway through to secondary school. The review recommended that French be implemented Grade Prep to Grade 6 from 2021 onwards. Therefore, a key part of this role will be set up, build and launch this program, in collaboration with our existing language teacher. The program will span Grade Prep to Grade 6 with a focus on both French language and culture.
The French teacher will demonstrate a high level of curriculum knowledge, quality teaching skills and successful application of assessment and reporting strategies appropriate for individual students in accordance with the Australian Professional Standards for Teachers.
There may be the possibility of increasing this French teaching role to full time (1.0) with additional learning intervention responsibilities to support and extend students especially in the area of literacy in conjunction with the grade level teacher teams and Learning Intervention Team.
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.
Qualifications - Mandatory
At Brighton Primary School the responsibilities of a generalist / teacher include:
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.