Classroom Teacher

Job ID1456381

Location

Parktone Primary School

DepartmentParktone Primary School

Role TypePrimary Teacher

Subjects/DutiesView Subject/Duties

Full/Part TimeFull-Time

Ongoing/Fixed TermFixed Term

ClassificationClassroom Teacher

Apply By15/12/2024

Other Information

Begin Date28/01/2025

End Date26/01/2026

Hours38.00

Contact NameGenevieve Casonato

Phone03 9580 1207

School Websitewww.parktoneps.vic.edu.au

Location Profile

Parktone Primary School opened in 1961 and is situated in a quiet residential street in Parkdale in the City of Kingston.  The school is on a 2.5hectare site.  Our buildings consist of 21 classrooms, library, inclusion lounge, stadium, and before & after school care area.  Our capital works project worth $4.6 million comprised of: -

·          upgrading multipurpose hall acoustics which comprises of a Japanese room, Visual Arts room, canteen, bathroom facilities and a competition size basketball/netball court. It has been in use since the beginning of 2019

·          Relocating Mod 5 portables to create a learning hub

·          a state-of-the-art library that complements our flexible learning at Parktone Primary School

·          The learning facilities of Parktone are set-in well-maintained grounds which has a variety of outdoor play areas for students.

Enrolments are currently approximately 440. The Student Family Occupation Education (SFOE) band value is low with SFOE index being 0.2096 in 2023. The staffing profile of Parktone PS comprises of 40.50 equivalent full¿time staff including one Principal class, two Assistant Principals, three Learning Specialists, 25.6 Teaching and 9.9 Educational Support (ES) Staff. Literacy and Numeracy are priority school programs. Specialist programs in Visual Arts, Performing Arts, Physical Education, STEAM and Japanese provide students with outstanding opportunities to discover and develop their interests and skills.

Parktone Primary has a sister school, Saikyo Gakuen in Matsumoto Nagano Prefecture, Japan. Parktone has hosted approximately 40 Japanese students each year and Saikyo Gakuen hosted 19 Parktone students on our inaugural Japan Tour held in September 2018.  This experience is offered to our students every second year.  The extra¿curricular activities available to children include after school sports, guitar, piano, drums, vocal tuition, movie making and film production, Art Club, Japanese Club, Aerobics, Glee Club, Lego Club, Science Club and Robotics which adds to skill development and promotes student confidence.

In a stimulating and challenging teaching and learning environment, individual students are supported and encouraged to develop their talents, leadership skills, build resilience and confidence, and have respect for themselves and others. Stephen Covey¿s `7 Habits of Highly Effective People¿ is a character development approach demonstrated by staff across all teaching and learning experiences as part of The Leader In Me program. Teachers explicitly teach and model the `7 Habits¿ through lessons, academic and personal goal setting and tracking and celebration of student talents and strengths through Leadership Notebooks. Parktone Primary School is recognised as a Leader In Me Lighthouse School and as such has regular Leadership Days where schools from across the state come to observe best practise.

We have transformed traditional classrooms into 21st century global learning centres.  Classrooms have been expanded, painted and re-organised, which caters for a wide range of teaching and learning styles. Teachers and children have continuous access to a world of knowledge through banks of computers, iPod Touch, laptops, iPads and SMARTboards.  The learning environment now matches the outstanding quality of our teachers.  The children are developing a more sophisticated approach to their learning as teachers lead them through targeted like-needs teaching and learning approaches and inquiry-based learning frameworks, in flexible learning spaces.

It is a privilege to receive encouragement and support from the parent community.  We have so many proactive and positive parents who contribute readily to support the school¿s values and programs.  Parents in the wider community are also showing their support for Parktone, by enrolling their children in record numbers.  When parents choose to enrol their children at Parktone Primary, they are declaring their interest, respect, and trust in what we do.

The Parktone school community has a powerful synergy, and its spirit is radiant!

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 (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 marrung@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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.