|Location||Clyde Primary School|
|Department||Clyde Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Michelle Mackenlay|
|Phone||03 5998 5293|
Clyde Primary School, established on its current site in 1910, is located in the community of Clyde in the City of Casey, one of Melbourne’s fastest growing areas. The school is 5 kilometres east of Cranbourne and 10 kilometres south of Berwick. The physical environment of the school has much to offer with mature trees, a large oval and adjacent farmland giving the school a rural feel.
The school consists of 3 buildings including a BER learning center for 4 Foundation classes and a library, the original school structure which houses administration, the staffroom, 4 classes and the multipurpose room, which is used for PE and by Camp Australia for Out of School Hours Care program. We have 9 portable blocks, which house 16 classes and dedicated Art, STEM and Music spaces.
In 2021, major works began for Clyde Primary School, constructing extra buildings and facilities on new land, as well as modernising and upgrading existing facilities. The works will include 11 new general learning areas, Administration areas, specialist art, STEM and music areas as well as a full-size gymnasium with a competition-grade basketball court.
The staffing profile consists of 1 Principal, 1 Assistant Principal, 1 Leading Teacher, 2 Learning Specialists, 32 Teachers (26 full time, 6 part time) and 9 ES staff. All teachers at Clyde PS work within a whole school PLC (Professional Learning Community) and within sub-school Professional Learning Teams (PLTs).
We have Curriculum Leaders in the areas of English, Mathematics, Wellbeing and Digital Technologies. We also have PLT Leaders who lead our PLT teams in the different areas of the school.
The class structure at Clyde Primary School is based on same cohort groups for each PLT. The current composition consists of four foundation classes, four classes at Level 1, four classes at Level 2, four classes at Level 3, three classes at Level 4 and five classes at Level 5/6. Specialist classes that are provided include Physical Education (PE), Art, STEM, LOTE (Auslan) and Music
Clyde Primary School’s student enrolment is consistently increasing each year and throughout the year. The total number of students for 2021 is in the range of 540 from Foundation to Year 6. Our enrolments are continuing to increase due to significant housing development in the area and we anticipate that this will continue in the coming years. Students come from a wide geographic area and student intake is from many different kindergartens. Graduating Year 6 students feed a range of secondary settings including a variety of government and private secondary settings.
Curriculum planning commences in our PLT meetings. In PLT meetings staff use data analysis created from the curriculum and other research base to ensure that they are planning for each student’s individual needs. They use PLTs to plan for extension, intervention and to identify effective teaching strategies. Staff attend a Professional Learning Session on Monday afternoons.
Clyde PS run additional programs to support students throughout their schooling. These include: School Camps, Chaplaincy Program, Foundation Transition, Whole School Transition, Student Agency, Lunchtime Programs, Before and After School Program, Life Education, Swimming Program, School Performances, Instrumental Music Program and Christmas Concerts.
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.