Classroom Teacher - Antonio Park Primary School

  • Victoria State Government - Education and Training
  • Mitcham VIC 3132, Australia
  • 15 Sep, 2021

Job Description

Job ID: 1239694
Location: Antonio Park Primary School
Department: Antonio Park Primary School
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 09/28/2021

Other Information
Begin Date: 01/28/2022
End Date: 01/28/2023
Hours: 38.00
Contact Name: Carly Jones
Phone: 03 9874 4371
School Website: www.antoniops.vic.edu.au

Location Profile

Antonio Park Primary School is a learning community that believes in the achievement of excellence and the fulfilment of individual potential. Students, staff and families value our strong connection to each other and the school within a caring, inclusive and safe environment.

Antonio Park Primary School was established in 1960. Bordering Antonio Park, the school is home to over 500 students, 42 staff (including 3 principal class), and also to a variety of native birds, possums and the occasional echidna or kangaroo. We enjoy a reputation as one of Australia’s leading schools in Environmental Education with the school achieving accreditation as a 5 Star Sustainable School in 2006. Students at the school take care of our pet goats and free-range chickens throughout the year, and are educated about sustainable practices.

Antonio Park continues to operate at its maximum enrolment of 22 classes. Our structure aims to capitilise on the advantages of both straight grades and multi-age settings, with straight grades running in our Junior School (Foundation, Grade 1 and Grade 2) and multi-age grades in our Senior School (Grade 3/4 and 5/6). Staff work in Professional Learning Communities in both their level teams and their curriculum teams and use data to inform their teaching and learning programs. Antonio Park Primary School was part of the first intake of the PLC professional development course offered through Bastow, and of the University of Melbourne Network of Schools (UMNoS) project, and maintain links to the experts associated with both of these initiatives.

Antonio Park is exceptionally well resourced. The school has been fully refurbished over the last 15 years. All of our modern classrooms contain interactive projectors and access to Chromebooks and iPads. We run a Bring Your Own Device (BYOD) program in our Senior School, which offers parents a choice of providing either a Windows notebook or Chromebook for their child. The school utilises G-Suite apps across Grade 1-6 and Compass as a communication and reporting tool.

Classroom programs are supported by specialist teachers in Indonesian, Library, Physical Education, Visual Arts and Performing Arts. A wide variety of extra curricula activities including choir, school band, private music tuition, GATEways, Junior and Senior Coding Club, Visual Arts extension, Running Club and gardening ensure that there is something for every child. Parents are supported through programs such as Classroom Helpers and a variety of information nights on student wellbeing and classroom programs throughout the year.

We believe that values provide a basis for actions and decision making within the school and provide all members of the school community with shared expectations. At Antonio Park Primary School, there is a strong sense of harmony, cohesiveness, commitment and pride in the school. Through the promotion of our school values of Empathy, Responsibility, Resilience, Independence and Confidence (‘ERRIC’ – our school mascot chicken), children are encouraged to develop a sense of wellbeing and are supported in developing healthy relationships with others. They are encouraged to be independent, accept increasing responsibility for their learning and to do their best.

Student voice is particularly important to Antonio Park Primary School. Our students fulfil a variety of leadership roles through our Junior School Council (JSC), Environmental Leaders, House Captains, School Captains, Specialist Leaders, and Peace Makers. Through these roles, students build a sense of pride and belonging to our school and are able to help guide school improvement and contribute to the wider community.

Visitors often comment not just on our beautiful bushland setting but also on the great feel of the school and the positive energy that permeates through classrooms. This atmosphere is in part generated by a staff that is bright and cheery, is passionate about education, has a great sense of fun, exhibits strong levels of support for colleagues and displays warmth in its interactions with others. The school encourages an ‘open door’ approach where parent and community contribution and participation are valued. Whilst there is a strong sense of community everywhere you look, for many the school is more like a family. Our enthusiastic, caring and dedicated staff has embraced the many changes that are so much a feature of today’s education and greatly value the wonderful support from parents and strong links to local community groups.

Several community events are evidence of long standing traditions of this sense of community and of the mutual support between home and school. Annual events include Junior and Senior Athletics Sports, whole-school Cross Country, Senior Swimming Sports, and our famous annual Fete and whole-school Production. An excellent camping program is offered to all children from year 2 to year 6. Parent participation in the school programs can be seen by the large numbers of parents who assist classroom teachers each day during literacy and numeracy times, the number who assist with excursions, camps and the great support we receive with our school production. Our parent community and particularly our School Council are committed to improving the school, its grounds and facilities in order to help us provide the best learning environment possible for our students.

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-curricular 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 classrooms 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.