Classroom Teacher in Literacy Intervention

  • Victoria State Government - Education and Training
  • Clifton Hill VIC 3068, Australia
  • 15/02/2021
Part time - Fixed Term Teaching – Primary

Job Description

Location Profile

Spensley Street Primary School is located in Clifton Hill, five kilometres from the Melbourne CBD. It is a well-established multi-aged and open plan school with a steady enrolment of 380 students.

At Spensley Street Primary School, the multi-age structure, the school culture, the teaching and learning program, team teaching and all aspects of school organisation are designed to meet the social, emotional, language, cognitive and physical needs of children.

At Spensley Street Primary School, we strive to develop highly skilled, knowledgeable and caring young people. We want our students to be successful, lifelong learners, who will become active, engaged and thoughtful citizens. We provide our students with stimulating, targeted and challenging learning opportunities to ensure they become confident learners with a strong sense of self.

We take a whole-school approach to ensuring the wellbeing of our community, promoting and sustaining an inclusive, inspirational and robust community of students, staff, parents and carers. We value our staff and recognise their importance, in partnership with families, in supporting students to fully realise their learning potential. We are committed to open, democratic governance that recognises the rights of everyone in our community to participate in decision-making at Spensley Street.

The educational, social, emotional and physical needs of the whole child are of primary importance and we are committed to an assessment program that values progress and achievement in all these areas.

Our vision of a successful learner is one who is respectful, principled, caring, thoughtful, generative, industrious, knowledgeable, courageous, a risk taker and an effective communicator.

We want our students to develop a strong sense of social justice, and to acquire the knowledge, skills and confidence to think critically about their world.

At Spensley Street, students participate in class and specialist programs that include art, music, Italian, library and digital technologies. They take part in the edible garden program and a camping program that includes annual visits to the school camp at Glen Forbes.

Spensley Street Primary School is seeking an energetic, enthusiastic, knowledgeable classroom teacher to become part of its skilled and dedicated teaching team.

The successful applicant will demonstrate a commitment to our multi-aged and open plan approach to teaching and learning.

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 in a multi-aged learning environment.

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 excellent 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, student voice and 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.

SC6 Demonstrated ability to plan and work effectively as part of a team, to enact the school’s philosophy and approach to teaching and learning.

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-curricula activities.

Responsibilities

The responsibilities of a classroom teacher may include but are not limited to:

  • Planning and implementing an inclusive, child-centred, multi-age class teaching program.
  • Monitoring, evaluating and reporting on students’ social, emotional, language, cognitive and physical development and their progress towards developing the characteristics of successful learners.
  • Supporting student wellbeing, using the school’s restorative practices approach and implementing the Be You mental health and wellbeing framework.
  • Implementing effective student management strategies in accordance with the school’s policies.
  • Working as a team member to achieve targets related to student learning outcomes.
  • Planning and working in a team of teachers, within a teaching area and across the school.
  • Participating in school activities such as professional development, parent/teacher meetings, staff meetings, excursions and the school’s camping program.
  • Maintaining records of student attendance and progress.
  • Supervising student activities including extra curricula programs.

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.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Subject

English and Literature

School Type

Primary

Job Closing Date

25/02/2021