|Location||Tootgarook Primary School|
|Department||Tootgarook Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Wayne Whitworth|
The school community brings with it high expectations in terms of academic outcomes, resourcing, facilities and the provision of extra curricula opportunities for students. Whilst the school has been in existence for more than 50 years, it occupies a modern, well-maintained set of buildings which were constructed in 2008-9, when the school was totally rebuilt. The facilities, resources and improved academic results in recent years have all contributed to the enrolment growth. A high level of parent participation is characteristic of the school. The school is based around 3 foundations Community, Personalized Learning and Quality Teaching.
The school’s staffing profile has a range of teaching experience across all levels. The leadership framework is comprised of the Principal and Assistant Principal. Approximately 40% of teachers are within the experienced range and the remaining staff is either within the accomplished or graduate range. Education Support staff work with a variety of students.
Tootgarook Primary School has a solid commitment to high quality teaching and learning, at all levels of the school and across all programs. This begins with the foundations of learning in English and Mathematics in the early years and is reinforced as students’ progress through both the early years and middle years of schooling. As a professional learning community, strong degrees of collaboration are expected between staff members to ensure robust team planning structures operate.
Information and Communication Technology (ICT) and Digital Technology continues to be an integral component of teaching and learning for students and staff at Tootgarook. All students and staff participate in a carefully structured program that embraces many existing and emerging technologies. We currently have enough devices for one to one structured programs.
The School Wide Positive Behaviour Program provides a strong basis for the school’s wellbeing practices. Parents and students consistently identify student safety and behaviour expectations as one of the strong features of the school.
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.