|Location||Geelong South Primary School|
|Department||Geelong South Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Michaela Bird|
|Phone||03 5221 4047|
South Geelong Primary School is located within the inner city of Geelong and within walking distance of the City's arts and cultural faculties. Established in 1879, the school has excellent staff, programs and facilities to support teaching and learning.
South Geelong Primary School has an enrolment of 350 students who mainly come from the immediate neighbourhood of South and East Geelong.
South Geelong Primary School is committed to providing high quality programs to enable all students to achieve personal success. Topics studied are engaging and actively involve students in their own learning. Units of work are challenging and extend students' knowledge and experiences.
We aim to provide opportunities for all students to reach their potential academically, socially, emotionally and physically. We encourage students to become socially competent, responsible citizens and lifelong learners.
Quality, sequential programs are offered from Foundation to Year Six in The Arts, English, Health and Physical Education, Mathematics, LOTE, Science, Studies of Society and the Environment, and Technology.
Students are supported and challenged through the provision of suitable classroom activities and specialist programs: Music, Art and Physical Education. Special intervention and support programs are available for students with special needs and students on the disabilities and impairments program.
There is a high level of parental support and participation.
The school community follows our values of ‘Respect, Responsibility and Relationships”, using a Positive Behaviours program so students, teachers and parents can work and learn together in a safe, caring and positive learning environment.
The partnership of a supportive School Council, dedicated professional staff and an informed and caring school community, focused on continuous learning and improvement to attain the best possible education for South Geelong students.
South Geelong PS implements The Victorian Curriculum and innovative teaching and learning practices to support student learning outcomes through enhanced teaching and learning strategies for all. Inquiry based units of study and professional learning communities are used to support quality learning experiences.
The expansion of our learning technologies program through effective use of ICT in classrooms, including the expansion of the STEM and a Library/Resource Centre.
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 understand the essential elements of, and implement, a high-quality Arts program
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.