|Location||Ardmona Primary School|
|Department||Ardmona Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Jean Varty|
Ardmona Primary School’s vision is to cater for the academic, social and emotional growth of each student to achieve personal goals as learners, preparing them for future successes. Our purpose and mission to improve individual student learning outcomes for every student through the provision of excellence in teaching instruction and practice of all staff through a comprehensive curriculum.
Ardmona Primary School set in a rural setting the school is situated in the settlement of Ardmona 5 kilometers from the local township of Mooroopna surrounded by small farms and orchards. Its picturesque setting has extensive grounds area that provide vast play areas with a large rear oval, play and smaller oval for sports practice, basketball netball courts and a large under cover play area and play equipment. With recent internal and external upgrades, the historically heritage listed weather board building established in 1854 blooms with color a display of its state-of-the-art architecturally designed internal learning spaces and facilities. A prominent internal feature of the building is a large fully functional ’Kids Kitchen’ with work benches and cooking facilities as a flexible learning space, multi- functional assembly and Music room providing students experiences in practical hands on learning.
In addition, a senior classroom, administration areas along with staff planning and parent meeting rooms incorporating resourceful technology, links to world-wide web via Web Ex and similar platforms. Exterior to the main building is a modern modular building a home to the early years students functional with built in individual learning work hub spaces, a lightly lit withdrawal room that brings the outside in for individualized and small group instruction and a nurture room set up as subsidiary area purposeful in supporting students in target enrichment programs such as cooperative learning and growth mind set activities. These areas are enhanced with shade sail areas for under cover play and gatherings, kitchen garden space including a chicken coop and shedding. The school’s gardens are well established within the grounds with historical artifacts present such as the Ardmona Community World War 1 cenotaph which supports revelries linked to local history and its veterans.
At the conclusion of 2020, 17 students from F- 6 were enrolled many from diverse family backgrounds Aboriginal, Indian and Spanish. Significant to the student population is the increase in its enrollments identified at the conclusion of the year at 28. Students enrolled at the school travel from within and outer zone areas by private transport and are from the local area of Ardmona, the wider communities of Kialla, Shepparton, Mooroopna and outer areas of Tatura. The school is recognized by key stakeholders including its parents and school council as an inclusive school providing comprehensive curriculum, additional learning support due to its high staff to student ratio and individualized programs for its students.
Over the reporting period classes operated in multi-aged groups F-3 and 4-6 supported by 2 full time teachers including Teaching Principal, a 0.4 class teacher, 1.0 Education support Koori educator and 0.3 secretary. All teaching staff are trained and are relentless in their commitment in implementing and leading Literacy and Numeracy programs with pedagogy encompassing a whole, small whole approach to student centered learning. The schools guiding principles of be safe, be respectful and be a learner are reinforced in the schools Berry street model of practice which is interconnected in instruction across the school in enhancing student learning and mindfulness.
The school has a dynamic team with teachers in leading roles identified in Literacy and Numeracy providing stability and the structure for supporting a collaborative approach to building professional learning communities within the school. Curriculum planning is extensive with teachers planning in conjunction as a team so to deliver a balance and focus on induvial student goals. The team represents a balance of experienced and new teachers into the school along with the school’s education support staff. Along with priority areas in literacy and numeracy all students are provided with additional learning experiences in the specialist areas of virtual Italian, Music, Sport along with additional mobile and Art and Library visitations weekly.
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.