|Location||Sunshine North Primary School|
|Department||Sunshine North Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Nelly Santos|
|Phone||03 9311 2400|
Sunshine North Primary School was established in 1956 and is located in North Sunshine in the City of Brimbank, approximately ten kilometres west of Melbourne. In 2021, school enrolment is approximately 240 students. The school buildings have undergone two major upgrades /refurbishments in the past 10 years. The school is now housed in one building with two wings incorporating fourteen classrooms, which are supported by a well-resourced Library/Resource Room, Performing Arts Room, Language Enrichment Centre (Rainbow Room), Vietnamese / LOTE room, Stephanie Alexander Kitchen room, Special Needs room, Visual Arts room and numerous withdrawal areas.
We have a large hall / gymnasium which is used for Physical Education and provides an excellent venue for whole school community use.
Sunshine North Primary School enjoys a very positive and supportive environment in which children are encouraged to reach their full potential by teachers and non- teaching staff, in partnership with parents. The tone of the school makes it a very effective school environment for each child’s academic, physical and emotional development.
At Sunshine North Primary School we strive to inspire a learning community that will enjoy a productive, rewarding and fulfilling life, whilst contributing to their local, national and global communities. We support our vision by producing high quality education programs for our school community based on our school values of Excellence, Responsibility, Courtesy, Cooperation and Respect.
We have high expectations of all students can learn given time, support and resources. We want students to be intrinsic learners and develop attitudes and skills to be self-motivated, responsible, active and lifelong learners.
We instil in our students the belief that they can make a difference. We believe that students should have an active role in the determination of their learning. Students participate in decision making processes with the school community.
Teachers deliver a program based on an explicit instructional model which scaffolds learning for students. Lessons have a specific class focus leading to whole class, mixed ability or like group activities followed by share time discussion. We have refined our philosophy and practices to ensure the effective monitoring and assessment of student learning directs and informs our teaching. Teachers are expected to be reflective on whole school and class data and base lessons accordingly.
We embrace contemporary educational practices and ensure our staff is provided with a variety of professional development opportunities, with a special emphasis on continuous educational journeys which leads to student improvement
We have a robust Program for Students with Disabilities with approximately 20 students on the program being identified with special needs. We support these students with a Special Needs Coordinator (Speech Pathologist) and numerous Education Support Officers as part of the program.
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.