Classroom Teacher

Location: Melbourne | Southern Metropolitan Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1427724 Job posted: 03/08/2024 Closes: 16/08/2024 Classification: Classroom Teacher Job duration: From 28/01/2025 Work location: Melbourne | Southern Metropolitan Location Profile Topirum Primary School is one of 14 new schools to open from the beginning of the 2024 school year.
The school is located in the Smiths Lane estate, Clyde North, in the outer eastern suburbs of Melbourne.
The school has a current enrolment of 240 students from prep to grade 6.
There are currently 11 classes.
The specialist subjects offered are visual art, performing art, media, physical education, and library.
The school provides i Pads for junior classes and Lenovo laptops for senior classes.
The school uses the Office365 platform and Compass for parent communication.
The school facilities include: an administration and library building; 2 learning neighborhoods; a community hub with indoor multi-use court; canteen; arts/music spaces; hard courts; a sports field and secure staff car park.
7 portable classrooms have been provided in 2024 for future growth.
Students have great modern learning areas with air conditioning and heating.
Outside, they have shade sails for sun protection.
The school is designed to be environmentally sustainable.
The school is expected to have significant growth in enrolments over the coming years.
For 2025, we are expecting between 320-370 students.
The school mission is to offer students a well-rounded educational experience that prepares them with the academic, social, and emotional skills to succeed in life.
The school vision is to teach our students to become confident and creative young people, who pursue their passions and strive for excellence.
They will have an inquiring mind and be empowered to become engaged citizens who contribute positively to society.
The school annual improvement plan priorities for 2024 are: Goal 1: I.
A learning key improvement strategy to support both those who need scaffolding and those who have thrived to continue to extend their learning, especially in numeracy.
II. A wellbeing key improvement strategy to effectively mobilise available resources to support students' wellbeing and mental health, especially the most vulnerable.
Goal 2: In 2024, as the first year of a new school, we will engage with our school community to develop strong relationships and active partnerships between the school and families/carers to support the learning and engagement of our students.
Please see the school website topirumps.vic.edu.au for information about the school.
You are invited to attend our Teaching at Topirum Information Session on Tuesday 13th August in the school library.
Commencing at 4.30pm-5.15pm.
This will include a school tour and information about commencing your career at Topirum PS.
If you are attending, can you please let Brooke Zigas, our reception officer know you are coming (phone 5929 2999).
For more information on this position, please contact Marc de Ley, principal, on 03 5929 2999 or by email Marc.
De ******.
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.
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 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 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.
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: 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.
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.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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