|Location||Monmia Primary School|
|Department||Monmia Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Lorraine Bell|
Monmia Primary School prides itself on its pursuit of excellence in all areas of the curriculum. In responding to key selection criteria, applicants are asked to ensure they respond to all criteria. Please ensure your CV includes a summary of your experience and qualifications and names of 3 school based referees.
Monmia is a school of high expectations and high performance where the focus is on continuous school improvement to ensure improved student outcomes. All staff members are expected to work collectively and collaboratively in professional learning communities and in flexible learning spaces. Monmia is seeking a high performing teacher who has comprehensive knowledge of the curriculum and is prepared to commit to the school's cultural diversity. As a Be You school all staff are expected to be familiar with the four components and to implement the social and emotional wellbeing program as well as uphold the school philosophy and values.
Monmia Primary School was established in 1992 to serve the educational needs of the growing suburb of Keilor Downs. The background of students reflect a cultural and socio-economic diversity including a number of children from non-English speaking backgrounds. An increasing number of students are coming from outside the traditional catchment area.
Parents/Guardians generally have high expectations of their children and of the school. The school council and parent club are both very supportive of the school, staff and programs, staff PD and new school initiatives. Several council subcommittees operate with membership comprising councilors as well as community co-opted members.
Monmia has an extremely talented and professional staff who works collaboratively to ensure the educational and welfare needs of all students are met. The development of a core set of values and a whole school approach to behavior management has led to a consistent and supportive environment in which students flourish. Underpinning programs at Monmia is the belief and commitment to the school's motto where every student can: “learn and achieve".
The attractive buildings and landscaped gardens surrounding a central courtyard area are a feature of the school. The courtyard provides a popular meeting place for parents/guardians/guardians waiting to collect their children. Indoor school facilities are regularly used by the local community along with the location of a municipal kindergarten on the school grounds.
The school prides itself on the excellent facilities which include an art and craft room, STEM room, ICT laboratory, community room, gymnasium, library, paved outdoor sports areas, bat tennis area and three separate playground areas. All playground equipment and the sandpit have been covered with expansive shade covers.
The school is organised into teaching teams for the primary year levels. Specialist programs operate in Physical Education, Visual Arts, Performing Arts, Stem and ICT.
Opportunities are provided for students to develop leadership skills through a number of programs such as: Peer Mediators, Junior School Council, School Captains, House Captains and leadership of the school assembly.
A number of traditions contribute to a stable yearly routine. These serve the community and the students by promoting enthusiasm and parental involvement at a variety of levels. Some examples of these popular events are the Twilight Picnic evening, the Annual House Athletics Sports, the Art Show, Education Week activities, Japanese Week and the School Concert.
Monmia also provides an excellent camping program that begins in Prep with an evening barbecue, a year 1/2 sleepover, year 3/4 and year 5/6 camps with age appropriate activities.
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.
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.