Job ID: 1239625
Location: Kerrimuir Primary School
Department: Kerrimuir Primary School
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 09/27/2021
Begin Date: 01/28/2022
End Date: 01/26/2023
Contact Name: Michael McLean
School Website: www.kerrimuirps.vic.edu.au
Kerrimuir Primary School is in the in the eastern suburbs of Melbourne with a current enrolment of more than 500 students. The school is located on spacious grounds with a stand-alone art room, computer laboratory, performing arts room and a library. The Before and After Care facility (run by Camp Australia) shares a school building and is well used. The multi-cultural nature of the school is a great asset, enriching the educational experiences of all students. All classrooms are permanent, and have either been built or refurbished since 2011. We are now beginning to work on the outdoor areas of the school, which began in 2014 with a new fence, and the design and building of the new garden space at the front of the school. Over the last few years we have increased the size of our car-park, added flowers and plants to gardens, refurbished the Performing Arts Room and Extension Maths room as well as updated the school oval.
We have a very well balanced staff team in terms of experience and gender. Our staff is very dedicated and committed to developing a learning environment which maximises the overall educational needs of our students. We only employ staff with a high level of emotional maturity, who are responsible and innovative in approach. We seek to continue to improve in all areas over the next decade, using current research, DET best practice and via the creative and innovative use of ICT.
The school environment is warm and friendly – people enjoy working at Kerrimuir Primary School. We have high expectations of our students, both behaviourally and academically – and work with the students to set SMART goals in literacy and numeracy. We expect staff and students to uphold respectful behaviours at all times and for staff to work with children to ensure they behave appropriately. Student well-being is an important focus – all staff are trained in Circle Time. Our aim is to provide a teaching and learning program of the highest quality, which continues to evolve as new educational issues challenge us. A positive approach to student management and the development of positive relationships within our school community are a critical part of our ethos – we expect teachers and students to be aware of the learning intention for each session and for the students to understand the success criteria for each lesson. Our Literacy program is based upon a phonemic approach using Synthetic Phonics and MSL (multi-sensory learning).
In 2009, after much consultation, we developed a new set of school values - CARE.
Care for people and the environment
Achieve our best
Respect ourselves and others
Educating your child for the future
Staff are expected to uphold these values themselves and ensure the school students are also modelling these behaviours every day at school. We have a detailed code of conduct for the whole school community. We ask that staff model and explicitly teach these values throughout the year, and recognise they are teachers of all children at the school, not just those in their classroom. As such, proactive intervention, as required, is a must do for all staff when seeing children in distress, misbehaving or acting in such a way that they or other children are not safe. This applies in a classroom, in the yard, in the school grounds and anywhere throughout the school.
We currently have specialists in Physical Education, Performing Arts, Visual Art, English as an Additional Language (EAL) and Japanese. Students are also able to receive tuition in musical instruments such as violin, keyboard, guitar, clarinet and drums. All students have the opportunity to participate in an intensive swimming program. Our camping program includes children from Grade 2 to Grade 6. We provide many and varied opportunities for students to develop their leadership skills, both formally and informally. We also run a number of programs aimed at further developing students’ social skills and work habits. We run extension and intervention programs, to ensure children are taught at point of need (using Vygotsky’s Zone of Proximal Development).
We are fortunate to have a very active parent community and an informed and pro-active School Council. Parents support the school through involvement in classroom programs, fundraising, sports activities, camps and excursions and numerous other activities.
We are seeking staff to complement our school, with a high work ethic, who are calm, well organised and innovative, with a sense of humour. Our school’s greatest asset is the people who work here, our students and our school parents and their families – we are keen to select staff who fit best with our ethos. We are seeking staff who will work positively with the Principal, the Leadership team, all staff, students and parents of the school; who will live our vision and values, and will be an asset to further develop the future learning of the students at Kerrimuir. We seek a committed person, with excellent inter-personal skills, able to inspire students, using current research to drive explicit teaching and positive behaviour management techniques to gain best results for all children. We want staff who are able to develop a rapport with the students and can ensure progress for each student. We also want staff who are happy and able to work effectively in a team environment.
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 capacity to plan, deliver and assess within a synthetic phonics framework. Demonstrated knowledge of using this approach when teaching students who speak a language other than English at home.
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.