Job ID: 1239400
Location: Greenvale Primary School
Department: Greenvale Primary School
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 09/26/2021
Begin Date: 01/28/2022
End Date: 01/26/2023
Contact Name: Angelika Ireland
Phone: 9333 2500
School Website: www.greenvaleps.vic.edu.au
Our school values of Resilience, Respect, Learning, Honesty, and Responsibility, are the guiding principles and beliefs of the school community. Our school values will guide our students to become active and conscientious citizens.
At Greenvale Primary School we believe that a safe, nurturing and engaging environment can provide the opportunity for all students to reach their full potential as literate, numerate and curious lifelong learners.
A focus on effective communication, creativity, collaboration and critical thinking are essential for our students to participate productively in the 21st century global community.
The school prides itself on promoting success for all students. It offers a wide range of learning experiences and challenges which encourage curiosity, excitement for learning and connectedness to the community. The students at Greenvale Primary School have a voice in the school and contribute actively to the school community.
Officially opened in 1868, Greenvale Primary School relocated to its present site in Bradford Avenue in April 1988, retaining the original identity number and its historical links. The school services a large area incorporating the surrounding suburban and rural districts. Current enrolment is approximately 780 students with a wide socio-economic and increasingly diverse cultural mix.
Greenvale Primary School is a dynamic learning community offering a broad, rigorous curriculum from Foundation to Year Six. Classroom programs are progressive and personalised, catering for each child’s needs, encouraging parental involvement and promoting active learning. The school has high, but achievable student expectations with student progress being monitored regularly and this information being used to inform teaching practice.
The school is committed to keeping abreast of current educational trends and developments and strives to achieve quality educational practice. The current strategic goals aim to facilitate continuous improvement in student outcomes with a focus on Literacy and Numeracy, Student Voice/Agency and Curiosity. Professional learning of staff is clearly linked to the strategic directions of the school with the intent of enhancing teacher capacity.
Teachers work collaboratively in Professional Learning Communities (PLCs) to plan consistent, rigorous curriculum and use student learning data to drive this planning. Learning Specialists in English and Mathematics work closely with PLCs to guide curriculum planning and coach /model in classrooms. Our staff are passionate about their teaching and encourage all students to strive to achieve their best with their learning and social skills. Our aim is to develop confident and resilient students through the provision of a diverse range of learning experiences and challenges which encourage curiosity, excitement for learning, thirst for knowledge and connectedness to their community.
Students are supported through a Rocketing to Reading Intervention program, a Program for Students with Disabilities, a Language Support program, a Buddy Reading program and an EAL program. Specialist programs include Physical Education, Performing Arts, Visual Arts, Science and Italian. Other activities including choir, lunchtime activities, camping and excursion / incursion programs are in place to enhance student learning and engagement.
Our school has a well-established 1:1 laptop program for all students in Year 4 to Year 6 with an average uptake of over 95%. This program has made a significant impact on the learning/teaching in these year levels and also impacted positively on student engagement. Foundation students have access to banks of iPads and Year 1-3 students have access to banks of laptops. Each classroom has an Interactive Whiteboard or TV screen each with its own dedicated computer.
Greenvale Primary School prides itself in providing a safe and orderly learning environment, one which is inclusive of all students. The school values of Responsibility, Resilience Honesty, Learning and Respect form the basis of our school expectations for students, staff and parents. We have engaged with and implemented strategies to support DET’s School Wide Positive Behaviours strategy as well as Respectful Relationships.
To promote leadership opportunities students are able to be part of the Junior School Council, or be elected as School Captains, Class Captains and House Captains. The Junior School Council contributes to school improvement through running special events to promote social improvement and our School Captains are directly involved in leading weekly whole school assemblies. Class Captains are elected each term by their peers and play a significant role in assisting the class teacher and being a positive role model. Our Buddy Program allows older students to demonstrate their leadership by working together with a younger student.
Our caring atmosphere reinforces mutual respect, promotes self-esteem and enhances the cohesive nature of the school where a positive home/school relationship is highly regarded. Our school places a strong emphasis on building community participation. Parents are encouraged to play an active role in the education of their children. Parents participate in whole school events including a Family Picnic, Family Maths Fun Nights, Christmas Concert, Writer’s Festival, and biennial Art Show and School Concert. Parents are encouraged to participate in activities such as classroom helpers, excursions, camps, special events, school council and fundraising. Our School Council contributes too many aspects of the school including policy development, buildings and grounds improvements and fundraising.
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.
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.