Job ID: 1239556
Location: Pearcedale Primary School
Department: Pearcedale Primary School
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 09/27/2021
Begin Date: 01/28/2022
End Date: 01/26/2023
Contact Name: Simon Anderson / Heidi McDonough
Phone: 03 5978 6250
School Website: pearcedaleschool.com.au
One of Victoria’s most community-connected schools, Pearcedale Primary is located in a semi-rural setting on the edge of the Mornington Peninsula (60kms south-east of Melbourne’s CBD). The school was established in 1908. Now, in 2021, the school has an approximate enrolment of 824 students (divided into 36 classes) and a workforce of 92 employees. The school also hosts the Pearcedale Facility for Deaf and Hard of Hearing Students, comprising of 22 students with moderate to profound hearing loss. These students are integrated into the school program and receive listening, speech and language training and support from Facility staff. The Student Family Occupation (SFO) index is consistently around 0.45. There are 9 students who qualify for additional support through the program for students with a disability (PSD) at the school.
The school offers a holistic approach to education that recognises the diverse needs of its students and the importance of tailoring teaching and learning to enable students to reach their potential. It also acknowledges the importance of an organised and effective approach to ensuring that the wellbeing needs of all students are met. Pearcedale is a “Be You” school and students have targeted welfare lessons at least once a week.
The school community takes great pride in the environment and facilities of the school. The school has committed substantial funding into resourcing and implementing up to date technologies throughout the school. It is highly anticipated that continued growth and development in this area will remain a priority for the school.
The specialist areas of Performing Arts, Physical Education, STEM, Visual Arts and AUSLAN are a feature of the school. The combination of purpose built teaching spaces, great resources and highly skilled specialist teaching staff has contributed to the success and recognition of these programs. In 2010 the school became a pilot school for Professional Learning Communities in Australia and began working towards becoming accredited which was achieved mid-2014.
The focus of Professional Learning Communities is on:
This has brought about significant change to the way in which professional learning teams plan, deliver and assess the curriculum. In keeping with the school’s Motto of “TEAM”, the culture of collaboration is now well embedded into the school. All teams work together to ensure that all the students in their grade level are involved in the best learning environments. There is a shared responsibility for all students in a year level. A significant part of being a PLC is ongoing research into optimising the learning for students. As a result of being a PLC, the school has researched and implemented new programs which are having a great deal of success.
The school has committed resources to ensuring that timely and targeted interventions are embedded into the weekly timetable to ensure success for all students.
The school also prides itself on providing a welcoming, caring and friendly environment. Parent participation is actively encouraged and the school community is seen as an integral part of the school. Parents participate in a wide range of school activities including assistance in classroom help, excursions and camps. The school community provides valuable support by raising significant funds through holding stalls, raffles and events such as our Annual School Carnival.
The Schools Motto is TEAM and this is very much the way we structure our school with a focus on collaboration. The school has a Management Team, Curriculum Teams, Professional Learning Teams, a Consultative Committee and Committees which manage most areas of the school.
Teams and committees meet on a regular basis and report back at staff meetings. All areas of the school have representation on these committees and all staff members are expected to represent their team on one or more of the committees.
Our school is well supported by active and energetic School Council and Parent and Friends Club. School Council is organised into subcommittees, assisting in the handling of functions of the school.
Pearcedale Primary School provides a progressive, safe and happy learning environment, which encourages children, staff and families to all play an active role in the process of education. This is in line with the schools charter motto of:
Together Everyone Achieves More
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 Demonstrate how you provide collaborative opportunities within (a) your classroom practice (b) your teaching and learning team; (c) the whole staff. What outcomes have been achieved?
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.