Job ID: 1230568
Location: Mornington Primary School
Department: Mornington Primary School
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 09/28/2021
Begin Date: 11/22/2021
End Date: 11/21/2028
Contact Name: Susan Mattingley
Phone: 03 5976 5500
School Website: www.morningtonps.vic.edu.au
At Mornington Primary School, our school vision: ‘Inspiring a passion for learning and personal excellence, whilst preparing students to become globally responsible citizens,’ reflects our belief that by instilling the appropriate values, promoting the development of positive qualities and providing opportunities to develop the required skills, our children will be well-placed to thrive and meet the challenges of life. We encourage our students to make a positive contribution to their school, families, communities and environment, believing each of them has the potential, through their actions, to make the world a better place.
As an International Baccalaureate World School, authorised to teach the Primary Years Program (PYP), we aspire for our students to become more ‘internationally minded’ in the knowledge that our future adults will need to thrive in a more globally-connected world, that requires a particular set of qualities, personal attributes and skills.
The ‘learner profile’ and the ‘attitudes’ of the PYP encapsulate these and form the basis from which students in each class collaborate to develop a ‘class vision’ and an ‘essential agreement’ that reflect a positive learning culture for our school. Our students are encouraged to be reflective individuals and personal development is an important aspect of our curriculum. This is particularly evident in our ‘programme of inquiry’ that encourages an inquiry approach to learning through a ‘concept-driven’ curriculum and challenges students to understand how the world works, consider the important issues we face and ‘take action’ to make a positive impact.
Our teaching philosophy continues to reflect a more inquiry-based approach to learning through developing conceptual understandings in all areas of the curriculum.
Through teaching the inquiry methodology, our students will be better equipped to increasingly plan and self-manage their own learning. Giving them a better understanding of their own learning, emotional capacities, social development and meta-cognition are essential to developing well-rounded individuals. These are reflected in the trans-disciplinary skills in the PYP: thinking skills, social skills, communication skills, self-management skills and research skills.
Students have opportunities in the areas of sports, visual arts, performing arts, ICT and French language & culture. Involvement in choir, instrumental music, singing tuition, Energy Breakthrough, school production and clubs further broadens opportunities for our students. Our student leadership program encourages students to reflect on, and develop, the qualities of good leadership and effective citizenship. These opportunities will help students develop a broad range of interests, some of which may become life-long passions.
Mornington Primary School has been an integral part of the Mornington Community for over 140 years. The locals refer to it as ‘Vale Street’ and many generations from the same families have attended this school over these years. Situated next to the central business district of Mornington and less than fifty metres from Main Street, Mornington Primary School has always occupied a special place in the community. Our students regularly learn about their local community through various ‘units of inquiry’, which take them on local walking excursions.
A new, modern facility was completed in 2018. It consists of flexible learning spaces that provide teachers and students with further opportunities to collaborate and extend their teaching and learning practice. The building also includes break out areas, utility spaces for cooking and art and indoor/outdoor areas.
The school’s enrolment of just over 500 students is distributed amongst 21 classes: Prep, junior (P-2), middle (3-4) and senior (5-6). Specialist classes include STEAM, performing arts, physical education and French. With a clear purpose and a culture of continuous improvement, our school provides a comprehensive education for all our students.
PLEASE NOTE KEY SELECTION CRITERIA #1
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to teach Health & Physical Education from Foundation to Grade 6. 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.