Job ID: 1223030
Location: Camberwell Primary School
Department: Camberwell Primary School
Role Type: Primary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Cas Early Childhood Teacher
Apply By: 04/14/2021
Contact Name: Janet Gale
School Website: www.camberwellps.vic. edu.au
This position is for a French speaking generalist classroom teacher delivering curriculum in an immersion setting where the teacher speaks only in French and provides an environment where the students respond in French. The successful applicant will be responsible for teaching predominantly French Oral in the junior years, language and literacy as well as integrating Victorian Curriculum and cross-curriculum priorities in a meaningful 21st century learning context. It is possible that teachers fluent in both French and English may work in either the English or French classroom setting.
Our purpose is for children to achieve their potential in a safe, inclusive, collaborative and stimulating learning community. We support and challenge our students to be the best they can be. As engaged learners, they will be active local and global citizens destined to create a better and more peaceful world through intercultural understanding and respect. They are critical, creative thinkers who question and challenge the norms for the benefit of their own and others’ learning. We support their intellectual risk-taking and empower them to face challenges with empathy and integrity.
Our innovative French English bilingual education is internationally recognised as a model of language learning excellence. Our educational philosophy encompasses explicit instruction incorporating meta-cognitive, met-linguistic skills combining with design thinking; it is child centred, with the firm belief that all students can learn and that all students have the right to be challenged to fulfil their potential.
We embrace the latest research to provide a holistic approach to learning where student achievement continually improves when underpinned by social, emotional and mental wellbeing. Teaching pedagogy focuses on the explicit teaching of skills and concepts with gradual release to prepare students to take ownership of their learning. Our students from Foundation to Year 6 are provided with a broad, rich and differentiated curriculum enabling the character strengths, talents and learning styles of each student to be harnessed, maximised and celebrated.
A rich range of subjects provide opportunities for every child to shine: students engage in four specialist areas - Visual Art, Science, Performing Arts and Physical Education. Students work in a digitally rich environment with a 1:1 iPad program from Year 2 to Year 6.
Our staff and parents support the provision of the best possible outcomes and learning environment for all. An ongoing partnership between home and school is established and nurtured for every child to foster their social, emotional, physical, intercultural and academic development as lifelong learners.
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.
SC6 Demonstrated knowledge and/or experience in teaching literacy and numeracy in a bilingual context to ensure that all students access a high level of competency using the target language. How are you an effective advocate for bilingual education and how do you model this in your practice.
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.
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.