Job ID: 1225061
Location: Northcote Primary School
Department: Northcote Primary School
Role Type: Primary Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 05/16/2021
Contact Name: Kerrie Williams
Phone: 9481 0009
School Website: www.northcoteps.vic.edu.au
Northcote Primary School is located in the inner northern suburb of Northcote and was first established in 1874. It retains the original Victorian and later Edwardian heritage brick buildings. Refurbishments to original traditional classrooms a few years ago, created flexible learning spaces in most areas. This provided the environment to transform the teaching and learning practices in our school, to be far more suitable for today’s teaching and learning needs.
The school was recently the recipient of Capital Works grant, to improve and enhance our school buildings and has worked with architects to produce a master plan for the future and implement building improvements on the main campus. An updated and modernised new school entry compliments the historic features of the heritage buildings. New administration areas, art room, Foundation rooms and library have all been completed as part of the upgrade of the Capital Works program.
Northcote Primary School is known for its strong sense of community connectedness and the school has this in spades. Over our 145 year history the school has evolved into a place where community matters and where our students continue to achieve academically. We are proud of our consistent teaching and learning and the high standards we set for our staff and students. We are a welcoming school community. Strong relationships are the hallmark of our school – among students, parents, and staff and within the Northcote community.
The school vision is: Collaborative learning in a community that cares.
The core values of the school are:
Collaboration: Students are encouraged to be their best selves through progressive learning and teaching practices that give them the foundations, curiosity and creativity to be life-long learners.
Community-minded: Welcoming students, staff, families and friends by promoting a sense of belonging and sharing in our school and wider community.
Respect: Accepting and valuing ourselves and others and fostering an atmosphere of inclusion, resilience and mutual respect.
These values underpin a school environment and atmosphere where safety, caring attitudes, quality respectful relationships, consultative decision-making, and high educational standards are encouraged.
Our purpose is for children to achieve their potential in a safe, inclusive, collaborative and stimulating learning community. We support and challenge our students to be the best they can be. As engaged learners, they will be active local and global citizens destined to create a better and more peaceful world through intercultural understanding and respect.
They are critical, creative thinkers who question and challenge the norms for the benefit of their own and others’ learning. We support their intellectual risk-taking and empower them to face challenges with empathy and integrity.
The pedagogical focus is to provide an inclusive teaching and learning program, with consistent, collaborative teaching (teacher teaming) to best meet the needs of all students and capitalise on the collective strengths of the teams of teachers. We embrace the latest research to provide a holistic approach to learning where student achievement continually improves when underpinned by social, emotional and mental wellbeing. Teaching pedagogy focuses on the explicit teaching of skills, concepts, knowledge and behaviour with gradual release to prepare students to take ownership of their learning.
Our students from Foundation to Year 6 are provided with a broad, rich and differentiated curriculum enabling the character strengths, talents and learning styles of each student to be harnessed, maximised and celebrated.
Literacy and Numeracy are taught in differentiated, needs based, flexible groupings targeted at the point of each child’s learning needs. The approach to learning for Humanities, Science, Technology and the Arts, is through guided inquiry.
Northcote Primary School is committed to ensuring that improved student learning is the highest priority. This is achieved by providing a rich range of learning opportunities for every child to shine. The curriculum program is based on the Victorian Curriculum with specialist programs in the Arts, Physical Education, Italian Language and additional Literacy support targeted at years 1, 2 and 3.
Students engage in three specialist areas – Arts; Languages – Italian and Physical Education and they work in a digitally rich environment with devices provided at each year level including ipads and laptops.
By focusing on the aptitude and interests of each individual student, the school provides a learning environment that ensures students have every opportunity to reach their potential. Extra-curricular programs to support this are Tri-Skills gymnastics; Camping program years 1 – 6; Chess Club; Foundation to year 4 after school sports program; Interschool sports; Bi-annual Performing Arts whole school productions; Philosothon; Buddy program pairing Foundation children with a year 6 Buddy; Year 6 Leadership program; comprehensive excursion programs; and Cultural Performances. The school also provides before and aftercare and vacation care programs.
We are a community mainly from the local Northcote and surrounding areas that value working together in partnership to achieve the best outcomes for all students. We strive to build and maintain a community of learners – students, parents, and staff – learning, working and sharing together.
Our staff and parents support the provision of the best possible outcomes and learning environment for all. An ongoing partnership between home and school is established and nurtured for every child to foster their social, emotional, physical, intercultural and academic development as lifelong learners
We recognize the importance of equipping students with skills and abilities to achieve socially, academically and emotionally in today’s changing world. Students who feel safe, challenged and supported by a positive school environment are able to aspire to be the best they can.
There are 370 students enrolled in the 2021 school year and we expect this to increase each year.
We have an enthusiastic and professional staff team and the school has a strong focus on teacher/staff development.
On top of the typical selection criteria for a teacher, applicants should demonstrate a capacity to establish and support the development of our school ethos, culture and systems, processes and staffing. They should feel that they can support the principal in the implementation of the school Vision, Values, goals and priorities of the School Strategic Plan.
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.
Please note: this is a classroom teacher position, shared class part-time 0.5, with another teacher. Days will have to be compatible with school requirements of Wednesday half-day to Friday.
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:
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-curricular activities.
The role of classroom teacher may include but is not limited to:
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.