Teacher teacher range

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 15/07/2024 - 28/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1419728

Selection Criteria

SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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 Commitment

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education 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).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

DE Values

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:

Other Information

• 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

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

Chelsea Primary School is located in an established residential bayside area of southern Melbourne. There are currently 351 students enrolled at the school, with projections for increased enrolments over the next three years. The school opened in 1912 and comprises a beautiful, two-storey red-brick heritage building, art, music, and multipurpose buildings as well as a BER flexible learning building.

The modern playgrounds and school vegetable garden are a highlight for attending children. This developing school is conveniently located in proximity to useful amenities such as Chelsea Station, the Chelsea shopping centre, Town Hall, Library and Bicentennial Park.

The Science of Learning

• Through our work, we know that just because children attend school, it doesn¿t mean they learn to read and write. Evidence shows how children learn matters. The science of learning draws on the research of how people learn to inform the practice of teaching. CPS key focus is giving our teachers the knowledge, skills and understanding of how students learn. It¿s transformational for teachers to understand the brain and how young people learn. Having that understanding takes us to the next level of improving teacher practice. Learning about the science of learning makes us better teachers.
• Explicit teaching approach

At Chelsea, learning starts at an early age through explicit teaching of core curriculum areas in our Early Learning years. The core literacy and numeracy skills are developed using explicit, direct instructional learning in the Junior Years and Middle Years. In our senior school, once students have been taught and mastered the foundational concepts and skills, we use a combination of explicit instruction and student-centred learning to broaden analytical thinking and problem-solving. Students cannot think critically or problem-solve a topic until they have a broad knowledge of this subject or content. Students participate in specialised instruction in Visual Arts, Physical Education, STEM, Music/Performing Arts and Korean.

Our academic programs are enhanced by Chelsea's commitment to a strong social education program that includes fulfilling potential, supporting individual resilience, and developing of personal character values. I believe in the principles of social justice and am committed to the school, developing our students accordingly. Our school promotes values that empower students to contribute positively to the school and the wider communities. Our students live and learn by our values: Respect, Resilience, Responsibility and Relationships . We celebrate the diversity of our school¿s culture and community.

At Chelsea, we provide a calm and orderly environment for all. Across the whole school, we have established routines, consistency in learning, and teacher protocols that ensure an environment where all students can reach their potential. Our teachers are highly talented and dedicated. They work in collaboration to develop a school culture that values teaching and learning. They encourage all students to strive to achieve their best with their academic learning, including developing their social and emotional well-being to ensure all-around success.

The well-being of our students is a high priority. Our School-Wide positive behaviour leader works with the well-being team, clearly focusing on building positive relationships within the school community through many beneficial and recognised programs and activities. Our students are active members of the school community. Student leaders conduct school assemblies, facilitate sports borrowing at lunchtime, are trained as Peer Mediators and conduct student-led lunchtime activities. The Student Voice Team and the Green Team have elected members from each class.

Role

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.

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.

The successful applicant will run the MacqLit intervention reading program from years 3-6, in small groups. Click the link for more information on this program.

They will also use connecting maths concepts DI (direct instruction) program.

This is a part-time position advertised for 4 days a week, days and hours can be negotiated for the successful applicant.