|Location||Plenty Parklands Primary School|
|Department||Plenty Parklands Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Sharon Shaw|
|Phone||03 9404 4311|
Plenty Parklands is looking for a teacher with enthusiasm, a willingness to learn and a love of teaching primary aged students to join our school community as a full time classroom teacher. We work closely in year level Professional Learning Communities to develop an engaging and challenging curriculum. The successful applicant will be required to build positive relationships with students, between students, and with colleagues and parents within our strong values based community.
With 725 students, approx. 62 staff and 530 families, we need a committed staff member who demonstrates a real understanding of how students learn and who is committed to continuous improvement. This is a full time teaching position, and the successful applicant will join a year level Professional Learning Community (PLC).
Our involvement and commitment to the Quality Learning program permeates all aspects of the school. We operate according to the Quality Framework based on a systems view, strong relationships, agreed processes and our Quality Principles. In our Systems View, we see our parent group as our clients and our role as providing an educational service for our students.
Plenty Parklands Primary School is a place of learning.
We educate children as lifelong learners to thrive in our rapidly changing and increasingly connected world.
Our VISION is
Our VALUES are
A FAIR GO FOR ALL – I live by Australia’s tradition of democracy and freedom. I live in harmony and am open minded to diversity.
HONESTY – I tell the truth, even when it is difficult.
RESPECT – I treat others as I would like to be treated, with kindness and courtesy.
TRUST – I am responsible and do the right thing.
CARE – I am kind to others and am considerate of their feelings.
PERSONAL ACHIEVEMENT – I put in my best effort, individually and as a team member, by being persistent, resilient and responsible for my learning and behaviour.
The teaching profile in 2021 is – 2.6 Principal class, 2.2 Leading Teachers, 3 Learning Specialists and a range of experienced teachers. We also have 12 Education Support staff.
All staff members are involved in the implementation of a comprehensive Victorian curriculum and are committed to continuous improvement. We will be implementing the third year of our School Strategic Plan, which includes the PLC model.
The school is moving towards an inquiry model of learning linked to our Quality approach and the Gradual Release of Responsibility for students. We adopt a forward thinking approach to curriculum development and delivery so that all students are engaged in a curriculum that prepares them for their future.
We emphasise personalised learning and goal setting for all students with a rigorous schedule of assessment to inform future planning at an individual, cohort and whole school level.
The school provides an extensive range of co curricular activities including biennial concert, biennial dance, school choir, school band, Tournament of Minds, community projects, Prep – 6 camping program and extensive sporting activities.
The school community has a diverse ethnic population with 31 nationalities represented. Parents are keen that their children are happy and do well at school and are very supportive of the school programs.
Please visit our website to find details of our Quality Principles and Child Safety Policy.
We are seeking someone who shares our vision and is committed to our Quality approach and Professional Learning Community model.
Please ensure you include referees and all contact details in your application.
Please be aware that depending on the restrictions in place at the time, and to protect your health and the health of our panel members and office staff, we may conduct online interviews.
During this time of restrictions we cannot offer a school tour. However, further information about the school can be found on our webpage
We may, also, as part of the process contact people other than those listed in your application.
Responses to the Selection Criteria not to exceed 5 pages.
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.
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.