Classroom Teacher - Meadow Heights Primary School

  • Victoria State Government - Education and Training
  • Meadow Heights VIC, Australia
  • 17 Nov, 2021
Full time - Fixed Term Teaching - Primary

Job Description

Job ID 1253283
Location Meadow Heights Primary School
Department Meadow Heights Primary School
Role Type Primary Teacher
Subjects/Duties  
Full/Part Time Full-Time  
Ongoing/Fixed Term Fixed Term  
Classification Classroom Teacher  
Apply By 11/29/2021  
Other Information  
Begin Date 01/28/2022  
End Date 01/26/2023  
Hours 38.00  
Contact Name Margaret Leach  
Phone 93052033  
School Website meadowheights.ps.vic.edu.au

Location Profile
School Profile Meadow Heights Primary School 2021

 

Meadow Heights Primary School

Achieving the potential of all learners

School Values: Respect, Responsibility, Pride & Excellence

 

Meadow Heights Primary School was established in 1992. It is situated 4 kilometres north of Broadmeadows on over three hectares of attractively landscaped grounds. The school ground features several designated grass play areas, basketball courts, large, open courtyard and covered playground areas. In 2021, the school had an enrolment of 381 students who come from diverse cultural and low socio-economic backgrounds, 74 percent of students have English as an Additional Language and 3 percent are Aboriginal or Torres Strait Islander. Our parent’s countries of birth include Iraq, Lebanon, Turkey, Syria and a small percentage from range of other countries. 16% are refugees. The school has successfully met the challenges of its very diverse community and enjoys high parent approval.


At Meadow Heights Primary School (MHPS) we believe in providing a secure learning environment that inspires and challenges students to reach their full potential. We aim to enable students to grow as responsible and respectful individuals who strive for excellence, take pride in all they do so as to make a positive contribution to the community. Recently all members of the school community reviewed and developed our current values of pride, respect, responsibility and excellence which are in line with our vision. Our MANTRA is “Achieving the potential of all learners".

 

At Meadow Heights PS teaching and learning is organised to best support the differentiated learning needs of students. Teaching and Learning Leaders help build teachers’ skills in explicitly teaching to students’ learning point in Literacy and Numeracy. Teaching teams work towards implementing a PLC approach and inquiry cycles. Team members collaborate and have shared responsibility for the planning, implementation and assessment of the teaching and learning programs to improve student growth and outcomes. The school focuses on school wide positive behaviours to develop students’ emotional, social and academic abilities so that they are confident, active and motivated learners. We continue to work to link families to the Meadow Heights Primary School Community Hub. This enables intervention and support to occur before children attend school and allows families to be supported in an ongoing manner. The school is currently collaborating in a successful partnership with the Differentiated Support for School Improvement (DSSI) initiative to build teachers and leaders capacity to meet AIP goals.

The school currently provides additional programs/activities that cater for a variety of needs including:

  • Digital technologies
  • Turkish Language Program
  • Biannual Concert/Tabloid Sports Evening
  • Glee Club and School Band
  • MHPS has Talent
  • Student Leadership: Junior School Council, House Captains and Vice Captains
  • Camps
  • Excursions and in-school workshops and performances
  • Inter-school sport and sports clinic
  • Swimming
  • Book Week, Education Week, Literacy and Numeracy Week
  • Lunchtime activities
  • Multicultural Dance Group
  • Homework Club

For School Strategic Plans and related information please refer to our website www.meadowheightsps.vic.edu.au

Selection Criteria

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.

Role

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:

  • Have the content knowledge and pedagogical practice to meet the diverse needs of all students
  • Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
  • Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
  • Supervise and train one or more student teachers
  • Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

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.

Responsibilities

The role of classroom teacher may include but is not limited to:

  • Direct teaching of groups of students and individual students;
  • Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
  • Undertaking other classrooms teaching-related and organisational duties as determined by the School Principal;
  • Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
  • Undertaking other non-teaching supervisory duties.

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.

Subject

Other Subjects

School Type

Primary

Job Closing Date

29 Nov, 2021