Classroom Teacher - Belgrave South Primary School

  • Victoria State Government - Education and Training
  • Belgrave South VIC, Australia
  • 14 Sep, 2021
Part time - Fixed Term Teaching - Primary

Job Description

Job ID: 1239560
Location: Belgrave South Primary School
Department: Belgrave South Primary School
Role Type: Primary Teacher
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 09/27/2021

Other Information
Begin Date: 10/04/2021
End Date: 01/26/2022
Hours: 7.60
Contact Name: Stuart Boyle-Principal
Phone: 9754 2505
School Website: www.belgravesouthps.vic.edu.au

Location Profile

Belgrave South Primary School is located in the Dandenong Ranges, 37 km east of Melbourne. The area enjoys the benefits of living on the rural fringe of the suburbs, yet near main arterials and the rail network. Environmental planning restrictions limit the areas for future residential development in the area. The location of the school in the centre of the township helps the school maintain a very high profile with all local residents. The majority of the students live within walking distance of the school; however some students travel from surrounding areas such as Kallista, Cockatoo, Selby and Ferntree Gully.

The student population of 300 students will be catered for in fourteen classroom groups with enhancement from specialist programs in Visual Arts, Performing Arts, Physical Education and LOTE Japanese is offered at all levels of the school with support from DE&T.

Explicit teaching with differentiated learning opportunities are expected practices at Belgrave South Primary. Curriculum planning and implementation utilising the backward design framework is critical at all levels. Teachers constantly endeavour to incorporate a range of teaching strategies and learning activities based on student learning data to cater for the diversity of student learning styles and needs. The school has a well-developed program to support students who have a disability or impairment.

Literacy and Numeracy programs are the foundations for curriculum development and implementation, with the support of trained personnel. The School Wide Positive Behaviours program provides the basis of our student wellbeing programs and our students are supported by our Chaplain, Art Therapist and Social Workers. The school is actively involved in the ‘Kids Hope’ mentoring program, involving members of the local community, and encourages the use of local experts at all levels of the school curriculum.

The school provides a wide range of activities to enrich and support the curriculum at all levels. Camps, excursions, school visits, sporting events, school wide swimming, arts, production, and instrumental groups are examples of opportunities offered to students to broaden their learning, and encourage their involvement in the school community.

A major building refurbishment was completed in 2011 providing 6 new learning areas with central shared space. The school is about to embark on the construction of the community learning space and the kitchen garden precinct. The school’s technology network enables students and staff access to process information from both local and global sources. The addition of Smartboards and School iPads into Grade 5 & 6, and a Computer Lab that all grades access has enriched learning across the school.

Strong links have been established with local pre-schools. A six week transition program conducted by the school has been used as a model throughout the state. The teachers of students in Years 5 and 6 work closely with local secondary colleges to pave the way for a smooth transition, for their students, into the next phase of education.

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-curricular 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 classrooms 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.

Subject

Other Subjects

School Type

Primary

Job Closing Date

27 Sep, 2021