|Location||Mont Albert Primary School|
|Department||Mont Albert Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Jason Walker|
Mont Albert Primary School serves the educational needs of families in a pleasant residential area of Balwyn, Mont Albert and Mont Albert North. The school was established in 1917 and celebrated a centenary in 2017. As a result of the school's continuing strong standing reputation, a Department approved enrolment boundary is strictly enforced. The school has a current enrolment of approximately 565 students.
A culture of high expectations permeates the school, and the staff operate as a collaborative and dynamic community of learners with a shared commitment to improving student outcomes and ensuring that teaching reflects best practice. The level of staff engagement is commendable with leadership supporting and empowering staff to do their job effectively and build a sense of ownership and commitment to the goals and values of the school.
Mont Albert Primary School students are safe, engaged and challenged in the classroom. Student Attitude to School Survey data reveals very positive perceptions held by students in relation to Wellbeing, Teaching and Learning and Student Relationships. A restorative practices approach and involvement in The Resilience Project reflect in the school’s focus on student wellbeing and relationships, with a high parent positive response for General Satisfaction on the annual Parent Opinion Survey, and a higher positive response for Collective Focus on Student Learning and Collective Efficacy on the Staff Survey.
The school is structured in straight grade levels and is guided by the Victorian Curriculum in all areas including the specialist subjects of Visual Arts, Performing Arts, Physical Education, and Languages (Italian P-6 ), with EAL support acknowledging the rapid change in local demographics.
The school offers many extra-curricular activities including an instrumental music program, choir, orchestra, Chess Club, Science Club, Lego Club, GATEWAYS and Maths Olympiad. There are various formal student leadership opportunities across the school such as School Captains, House Captains, Curriculum Captains, Junior School Council, and the Environmental Action Group.
A range of digital technologies are utilised within each classroom to support learning in all areas of the curriculum, with interactive displays, laptops, iPads and beebots used to facilitate engaging learning opportunities. Technology is a learning tool that teachers leverage to engage and meet the learning needs of whole classes, small groups or individuals. Teachers are regularly developing their own digital technology skills, and the financial commitment to this area is significant in providing new and varied technology, with improved infrastructure and continued integration of learning tools into classrooms - including a BYOD (Bring Your Own Device) program in Years 5 and 6 to prepare them for secondary schooling.
Home-school partnerships are valued, with all key stake holders working together to achieve the best possible learning outcomes for all students. Parents are welcomed into all aspects of school life, including School Council (and subcommittees), Parents' Club, classroom assistance, working bees, and attendance at excursions. Several special events are held each year which community members are welcomed to attend and support their children. The school leadership actively advocate an open-door policy where parents are very welcome to discuss questions, ideas, issues or concerns as they arise. Compass (an online whole-school management system) has been implemented to further promote communication.
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.