Classroom Teacher - Cranbourne West Primary School

  • Victoria State Government - Education and Training
  • Cranbourne VIC 3977, Australia
  • 22 Nov, 2021

Job Description

Job ID 1254485 Location Cranbourne West Primary School Department Cranbourne West Primary School Role Type Primary Teacher Subjects/Duties View Subject/Duties Full/Part Time Full-Time Ongoing/Fixed Term Fixed Term Classification Classroom Teacher Apply By 12/05/2021 Other Information   Begin Date 01/28/2022 End Date 06/24/2022 Hours 38.00 Contact Name KAREN WYNEN Phone 5996 2878 School Website www.cranbournewestps.vic.edu.au

Location Profile

Mission

At Cranbourne West Primary School we ensure quality teaching and educational innovation through professional development, effective appraisal, team work, collegiate support and communication. We genuinely accept all children as individuals respecting their needs. We welcome community involvement through the provision of an open, supportive and consultative environment where contributions are recognised and valued. We promote a supportive working environment where we recognise and celebrate the contributions of all staff.

Learning Vision

We believe that successful people need to be active global learners who display effective executive functioning skills.

This is achieved through:

  • Exhibiting executive functioning skills through our daily organisation
  • Readiness to engage in learning
  • Ability to transition from one phase of learning to another
  • Ability to work individually or collaboratively to solve problems
  • Ability to articulate our learning through various media
  • Being motivated to do our best and wanting to learn
  • Displaying positive behaviours towards others and living the school values;

Respect, Trust, Learn, Sense of Humour

Each of our school values is supported by our School Values Booklet distributed to all members of our school community and reinforced as part of our Local Citizens Big Idea.

Environmental Context

Cranbourne West Primary School serves an established residential district in the South Eastern Growth Corridor. It is a medium sized, well-resourced school supported by a dedicated staff and a committed community. School enrolment at the 2021 February census date was 681. Our students’ backgrounds reflect a wide range of cultural diversities including increasing numbers of students from Non-English Speaking Backgrounds. In 2021 our school had an SFO of 0.6640 and SFOE of 0.5723. As a result of high staff retention and a strong shared leadership vision, the school is able to provide a well-balanced educational program emphasising the development of Literacy, Numeracy, Inquiry and Social Competency skills. The school offers a challenging, comprehensive curriculum using our Big Ideas within a values rich culture. We have school wide instructional models for Literacy; CAFÉ (reading), Talk For Writing (writing) and Numeracy - TiLER (maths). This ensures staff have a consistent approach to the teaching and learning of these curriculum areas. Learn By Design is our inquiry based model structured around the eight knowledge processes of experiencing the known and new, applying appropriately and creatively, conceptualising by naming and theorizing and analysing functionally and critically.

Our commitment to develop a school wide approach to Literacy and Numeracy has been successful with continuous five year growth. An emphasis on social competencies skills and a quiet orderly learning environment has enabled us to focus on our school wide improvement strategies, our collaborative team environment and being able to provide students with learning experiences in their individual Zone of Proximal Development. [ZPD] This has resulted in a differentiated curriculum that provides learning at each child’s point of need.

We encourage students to strive for excellence within their individual potential. Students are encouraged to be independent learners while continuing to ‘live’ the school values. We promote student voice within student learning and through our student leaders and SRC. Staff work as collaborative teams (PLCs) to monitor student progress, identify their Zone of Proximal development and plan explicit and targeted learning experiences. Students with additional learning needs are supported with small group intervention programs, including literacy and life skills. The curriculum continues to be enriched by whole school celebrations as well as annual concerts, excursions, in-visits, student choirs, camps and a variety of intra & inter school sporting events. Parents and the wider community are encouraged to be part of the learning process through involvement in all school activities. We have an extensive ‘volunteer’ workforce who support students in many ways, ranging from literacy to social and emotional growth.

Priority is given to the well-being of both our students and staff. A full time Wellbeing Officer oversees an organised and respected program that acknowledges the rights and responsibilities of all staff and students with particular emphasis on the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds as well as children with a disability in accordance with the Disability Discrimination Act 1992. Cranbourne West Primary School is committed to the Child Safe policies and strategies and to the inclusion, safety and well-being of all children in its care.

Cranbourne West is supported by a diligent School Council and an active and committed Parents and Friends Club. The school also continues to foster a strong relationship with the City of Casey through working relationships with local councillors and program staff. The school has an established playgroup, breakfast and brunch club as well as a community events program and Chaplaincy services.

School Vision

Cranbourne West Primary School continues to value and enjoy a school community where everyone is encouraged to strive for excellence in an atmosphere of confidence, support and enjoyment.

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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.