|Location||Moonee Ponds West Primary School|
|Department||Moonee Ponds West Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Sandra Monaghan|
Moonee Ponds West Primary school is a co-educational F-6 school located in the quiet residential area of Moonee Ponds in Melbourne’s inner north-western suburbs. The school was established in 1888, with the Library and Hall buildings considered by National Trust to be historically significant.
We are currently in the 3rd Year of our Strategic Plan.
The Student Family Occupation & Education Index (SFOE) remains stable and is currently 0.17.
The school currently has P/1, 1/2, 2/3, 3/4, 5/6 and specialist teams. Specialist programs include Physical Education, Creative Arts, Japanese Language and Hall (Developmental Play).
Classroom teachers conduct Library lessons to continually embed literature throughout an inquiry-based curriculum. An extensive offering of additional and co-curricular programs includes MVIMP (Instrumental music), Bell Shakespeare workshops, multi-age workshops in the Arts, extensive F-6 camping program (including music camp and bi-annual tour of Japan) to encourage student independence.
There is a strong focus on student voice, engagement and wellbeing supported by the Rights and Responsibilities program renewed annually, a Junior School Council (JSC), student green team (environment) and student wellbeing action team, and continual professional learning and workshops in restorative practices.
The school encourages parents/carers to engage with and contribute to many aspects of school life. Out-of-hours and weekend use of school buildings and grounds continues to be a lived experience for many in the community.
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in 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.