|Location:||Barton Primary School|
|Department:||Barton Primary School|
|Role Type:||Primary Teacher|
|Contact Name:||Benjamin Vevers|
|Phone:||03 8766 4000|
Barton Primary School is a PPP (Public/Private Partnerships) school established in 2017. It is situated in the growth corridor of South East Melbourne in the City of Casey, 5km from the main street of Cranbourne.
The school’s current enrolment is 990 students however the school is anticipated to grow to 1200+ within 3-5 years.
Currently we have a 45% EAL student population. The school has been designed with contemporary learning environments that facilitate learning by enabling teachers to have a collaborative approach.
This allows all students to experience a range of teaching and learning approaches to ensure they reach their potential. The school curriculum is based on the Victorian Curriculum.
Barton Primary School’s vison is ‘To prepare each of our students for success in their future by providing them with the necessary skills, knowledge, and general capabilities’. We understand that our students achieve success by being respectful citizens who take responsibility for their safety and learning.
We embed “school-wide positive behaviours (SWPBS)” which outline high expectations regarding academic expectations as well as emotional and behavioural standards.
These expectations are an integral part to the culture we create, and all members of our community are encouraged to; Be Safe, Be a Learner, Be Respectful & Be Responsible.
These expectations underpin how we operate as a school and ensure we create a culture of shared achievement and responsibility. We are proud of our talented teachers and their ability to connect with the children.
The current school profile includes 5 Principal Class, 4 Learning Specialists, 44 full time teachers,15 part time teaching staff, 5 Tutors and 20 educational support staff, including 5 Administration Support.
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-curricula 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.
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.