|Location||Moe (South St.) Primary School|
|Department||Moe (South St.) Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Allison Luxford|
Moe (South Street) Primary School has an enrolment of 328 students (14 grades) and is located within the township of Moe, in Gippsland. The school is an active member of the Latrobe Valley network in the Gippsland Region.
Our Mission is for Students, Teachers and Parents to develop a strong partnership that displays mutual respect and trust to provide a stimulating learning environment that meets the academic, social and emotional needs of all students.
Our Vision is:
At South Street Primary School we grow people who:
Our Values are:
Our school framework is based on School Wide Positive Behaviours. It is known as Positive Behaviours for Learning (PB4L) at South St Primary School. This has made a significant impact on the climate of the classrooms and the school. In conjunction with PB4L we use the Zones of Regulation and Respectful Relationships.
We adopt Professional Learning Communities (PLC) where teachers work collaboratively, focus on student learning and a focus of results. Staff members are committed to becoming a PLC and answering the four critical questions in all their work:
To complement this, we build independent learners through our work on Growth Mindsets (Carol Dweck).
South Street lies within an area that is characterised by high unemployment and generational poverty. The school has a Student Family Occupation (SFO) of 0.67 which reflects a low socio economic status. Despite these challenging factors, we have a range of intervention and support programs to provide all students with an education that meets their needs. We are also very fortunate to have a full time Primary Welfare Officer who works closely with children and families. We place a high priority on the well-being of our students, their engagement and connectedness to school. we also have a School Community Nurse (3 days per week) and a Chaplain (2 Days per week) to support students and Families.
Strong leadership, teamwork and respect are key features of the school. Our motto ‘Parents, Teachers and Children working Together’ underpins our philosophy and is reflected in our programs and practices. The school prides itself on building good relationships with its community and engaging students with a variety of academic and social programs. Specialist programs include Language Support, Visual Arts, Diti Tech, Physical Education and Music. We have an integration Aide in each of our classroom to support student learning. Classrooms also have access to laptop computers. We have a sustainability program and an outdoor classroom where students can work in gardens and care for animals.
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.