Classroom Teacher - Berwick Fields Primary School

  • Victoria State Government - Education and Training
  • Berwick VIC, Australia
  • 03 Jun, 2021
Full time - Fixed Term Teaching – Primary

Job Description

Job ID: 1228009
Location: Berwick Fields Primary School
Department: Berwick Fields Primary School
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 06/14/2021

Other Information
Begin Date: 01/27/2022
End Date: 01/28/2024
Hours: 38.00
Contact Name: Amanda Ellaby
Phone: 03 8786 9988
School Website: www.berwickfieldsps.vic.edu.au

Location Profile

Berwick Fields Primary School is situated in the southeast growth corridor of Melbourne in the very fast growing municipality of the City of Casey. Berwick Fields is part of the Casey Central network, within the South East Metropolitan Region. In 2021 we have 954 enrolled students. Students come from within, and outside the local area, attracted by the school’s positive culture and reputation.

Our vision statement is “Berwick Fields Primary School is striving to build an involved community. One that fosters the achievement of personal best. One that makes a difference to others”. To achieve this we aim to “engage members in innovative and meaningful learning experiences. Within, a welcoming and friendly atmosphere and where care for the environment is demonstrated”.

Berwick Fields also strives to foster dispositions, skills and deep understandings, enabling students to adapt to change and become effective members of the community. Great emphasis is placed on caring for the students, staff and parents by providing an environment that is safe and secure; recognizing and rewarding achievement and personal effort, in line with the School Wide Positive Behavior program. To foster this environment we promote our school basics as being safe, respectful and responsible.

Our foundation students, staff and parents collaboratively identified the values of respect, cooperation, friendliness and enthusiasm which continue to be an integral to fostering a positive and inclusive relationships. Respect has been defined by community members as being ‘caring and thoughtful of others and the environment around us’. Cooperation is seen as ‘working together as a community to achieve a desired outcome, under all circumstances’. Friendliness is to ‘look out for each other, learn about each other and make sure everyone is ‘ok’. Enthusiasm is to be ‘excited and passionate, day to day’.

Our school community has defined what learning and teaching should look like at Berwick Fields. Through a considerable amount of collaborative research and professional conversations, our Philosophy of Learning has been defined as:

  • 'Learn for Life
  • Discover your passion.
  • Take responsibility.
  • Inspire each other to grow.
  • Find your place in the world'.

Operating in Professional Learning Communities (PLC’s) our staff collaboratively plan learning in conjunction with our identified best practices, enabling learning that is well structured, deep in design and true to our philosophy.

The school offers a wide range of stimulating learning experiences including a physical education program, environmental education (incorporating the Stephanie Alexander Kitchen/Garden program), visual arts, performing arts, design technology and Mandarin. An intervention program also supported students from years Prep – 6 to improve their literacy and numeracy capabilities.

The school community is seen to be highly involved with the participation of parents strongly encouraged. Parents assist in classroom and specialist programs, School Council, fundraising and the maintenance of the facilities and grounds.

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.

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 behaviors 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 improve student outcomes by setting learning goals, working as a member of a PLC and promoting high expectations.

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 organization of co-curricular activities.

Responsibilities
The role of classroom teacher may include but is not limited to:

  • Direct teaching of groups of students and individual students;
  • Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
  • Undertaking other classrooms teaching-related and organizational duties as determined by the School Principal;
  • Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
  • Undertaking other non-teaching supervisory duties.

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.

Subject

Other Subjects

School Type

Primary

Job Closing Date

14 Jun, 2021