Classroom Teacher - Keelonith Primary School

  • Victoria State Government - Education and Training
  • Greenvale VIC 3059, Australia
  • 23 Nov, 2021

Job Description

Job ID 1254805 Location Keelonith Primary School Department Keelonith 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 12/06/2021 Other Information   Begin Date 01/28/2022 End Date 01/27/2023 Hours 38.00 Contact Name Loren Peavey Phone 03 7379 5100 School Website www.keelonithps.vic.edu.au

Location Profile

How would you like to be a part of a vibrant, enthusiastic and committed team?

Does working in an environment, where the values of respect, trust and care are demonstrated on a daily basis, appeal to you?

If the answer is “yes” then please read on.

Keelonith Primary School, is a Supported Inclusion School that opened in Jan 2021. KPS has the motto “Learning Without Limits”. It is a universally designed school located in a rapidly growing residential area in the suburb of Greenvale.

The school is located on the corner of Blossom Drive and Greenvale Gardens Boulevard, Greenvale.

The school works in partnership with the community to provide authentic and engaging learning opportunities and best academic and personal outcomes for all students. KPS is expected to grow quickly to meet residents’ demand for excellence in education, consistent with the vision for the Victorian Education State.

KPS is a Supported Inclusion School, which models excellence in inclusive education in its school culture, leadership and teaching practices. Supported Inclusion Schools combine a level of targeted support and purpose built design specifically for students with additional needs, supporting stronger inclusion than is available in a standalone special school. The school will accommodate a higher proportion of students with an intellectual disability than other mainstream schools. The school will have a fully integrated specialist provision that has capacity for 50 students with a disability. Students with disabilities will be provided enhanced support to attend mainstream education classes to the greatest extent possible in a safe, accessible and supportive environment.

KPS is a school that focusses on providing an environment which is designed for every learner to have every opportunity to lead a successful and fulfilling life.

At KPS everyone is valued and celebrated and has the right to learn, excel and find joy in a safe, accessible and stimulating learning environment in which passion is sparked through authentic experiences, nature, play, and inquiry. Play and interactions with the natural world and purposeful integration of 21st Century technologies underpin the teaching and learning approach of the school.

Learning is focussed on each child’s zone of proximal development and their interests with student agency being paramount in the learning journey for everyone. Learning is not done to students at KPS, we are building students to have capacity and agency in their learning. Our curriculum is designed to meet the individual needs of all students. It is implemented through an integrated approach, team teaching, cross age and peer tutoring.

The school values of:

  • Compassion- care, kindness, empathy
  • Honesty- be true to self and others, trust
  • Equity- each learner has what they need to learn, excel and find joy
  • Encouragement- work together to support and cheer on our peers
  • Respect- self, others, the environment and learning, flag that we CHEER for everyone in our community to be the best they can be in all areas of their life.

Finally, do you think you can make a positive difference to the learning of our community?

If your answer is “yes” to the following statements then we would encourage you to apply:

I believe in the potential of all children to succeed.

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.

SC6 A demonstrated commitment to inclusive education in a school which celebrates diversity & inclusivity.

I am able to develop positive relationships that foster growth with diverse individuals.

I am able to work well as part of a team.

I demonstrate the values of respect, trust and care.

There is no doubt being a member in the foundation years of our school will be a huge challenge for all concerned. Initially, the work demands will probably be far greater than you have experienced before and you need to be aware of that. However the benefits to you, personally and professionally, will far outweigh the sacrifices you may have to make as we, together, establish a community learning environment we can all be proud of as we support this our students in a positive and caring way.

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.