Classroom Teacher - Learning Support Numeracy (Classroom Teacher) - Hiring Now

We are hiring a focused Classroom Teacher - Learning Support Numeracy (Classroom Teacher) to join our growing team at State Government Of Victoria, Australia in Melbourne Victoria
Growing your career as a Full Time Classroom Teacher - Learning Support Numeracy (Classroom Teacher) is a great opportunity to develop exceptional skills.
If you are strong in leadership, adaptability and have the right experience for the job, then apply for the position of Classroom Teacher - Learning Support Numeracy (Classroom Teacher) at State Government Of Victoria, Australia today!

Job posted: 29/05/2024 Location: Melbourne | Southern Metropolitan Job type: Part time / From 15/07/2024 - 09/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1417870 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 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 understanding of best practice evidence-based teaching and learning to maximise student learning outcomes. 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 2Range 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 1The 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 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 classroom teaching related and organisational 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. EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process. The Department of Education (the department) is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see  Workplace adjustment guidelines ). Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: or email on:  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: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at: This position is a 0.6 - 3 days a week part time position - Monday to Wednesday. Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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. Location Profile Frankston Primary School was established in 1874 and currently has an enrolment of 262 students. Frankston Primary School is adjacent to the Frankston Business District, with this location providing convenient access to the Frankston Arts Centre, beach, parks library, Monash University, public transport and many other community services conducive to authentic educational opportunities . The school commenced a new School Strategic Plan this year stemming through 2023 - 2026, with a strong focus on improving student learning outcomes in Literacy, with a particular focus in Writing and Mathematics and developing teacher practice to enhance learning outcomes. Further school focus areas include developing and embedding a strong PLC culture, and building student wellbeing through enhancing our positive school culture, building student voice, agency and leadership and improving student attendance. Teaching Teams at Frankston Primary School collaborate together and are focused on building their capacity to review and analyse data weekly, to inform curriculum planning and learning and teaching, with each Team focused on building the capacity of teaching and student learning through effective PLC (Professional Learning Community) practice. We are a school striving for educational excellence - empowering our students to achieve their personal best in an inclusive, supportive and caring environment. Frankston Primary School has a strong commitment to: Building a connected and inclusive school community Connecting with our parent and wider community Activating high level student literacy and numeracy achievement Developing students¿ personal and social capabilities and emotional resilience Inspiring student learning and creativity through a breadth of programs and learning experiences. Our school values are: Community, Aspire, Resilience, Respect, Positivity, Empathy & Inclusion. All teaching staff participate actively through our GROWTH Coaching, Peer Observation and feedback model to support teacher professional learning, with this approach an important part in building the capacity of classroom teacher practice. Specialist programs in 2024 are Environmental Science/STEM; Art, Auslan/Performing Arts and PE. In 2024 our school will focus on building our Tutor Learning Support across the school for identified students, in both Literacy and Numeracy. This will be a key focus within our school in building student learning outcomes. 1474 jobs are currently listed for Schools (Government) Job type:Part time / From 15/07/2024 - 09/01/2025#J-18808-Ljbffr

Benefits of working as a Classroom Teacher - Learning Support Numeracy (Classroom Teacher) in Melbourne Victoria:

● Learning opportunities
● Advancement opportunities
● Advantageous package