|Location||Horsham Primary School|
|Department||Horsham Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Chris Walter|
Horsham Primary School is committed to providing an environment that ensures students will establish life-long learning skills and develop as confident, responsible and resilient individuals who will make positive contributions to the global community.
The Horsham Primary School staff team is committed to making a difference in the lives of young people.
The qualities we value at Horsham Primary School are:
Respect - Treating others fairly, with consideration for self, others, property and the environment.
Tolerance - Building relationships through a shared culture of cooperation and acceptance of diversity of all community members.
Excellence - Continuously striving to achieve our personal best.
Honesty - Acting in a moral and ethical way in all we say and do.
Responsibility - Taking ownership of our choices, actions and their consequences
Community and Demographics: The school is a dual campus P-6 Primary School with a combined enrolment of 440 students.
Both campuses are situated in the North Eastern area of Horsham City.
The Student Family Occupation (SFO) is 0.49 at 298 Campus and 0.85 at Rasmussen Campus.
The background of students is diverse with an increasing number of students from families with a language other than English (ESL) and a significant enrolment of aboriginal and Torres Strait Islander (ATSI) students.
The school staffing profile includes: 3 Principal Class Officer, 2 Teaching and Learning Leaders, 20 Classroom Level 2 and 11 Classroom Level 1.
There is a high level of parental and community support, with two active Parents & Friends groups who are dedicated to raising additional school funds.
The school is organized into learning areas which reflect the Victorian Curriculum. A collaborative learning environment is promoted with staff regularly planning together and engaging in professional discussions.
The school offers a comprehensive curriculum which includes the specialist programs Music, Physical Education, Science & Technology and Art. Intervention programs conducted to support students learning are MIP (Maths), STAP (Speech), Levelled Literacy and Tutoring Programs.
A key part of the curriculum at the Prep level is the Australian Developmental Curriculum, which is commonly referred to as Investigations. Fluid Maths Groups play an integral role in the teaching and learning of Mathematics and this process incorporated throughout the school.
The school offers a wide range of extra curricula opportunities with 2 cultural performances being offered each year and a structured camps and excursion program.
On occasion, the campuses combine for different events and this provides an opportunity to celebrate our school community. The Arts program includes two choirs (singing choir and signing choir), a junior concert and school production in alternate years.
Both campuses have extensive ITC access. Yr. Prep-6 students have access to iPads. The school shares an IT Manager and combines the services of a Local Technician and the ICT technician as part of the DET Trained Services Support Providers (TSSPs).
Both campuses are unique to their setting with continuous maintenance and upgrades occurring throughout the years.
The 298 Campus is the larger of the two campuses with an enrolment of 288 and 14 general purpose classrooms. The classrooms are a combination of traditional and open plan learning environments. The multipurpose gymnasium is a fantastic facility which is regularly used for Music and Physical Education sessions but also special events. The grounds provide plenty of space for children’s play with a variety of play equipment available to students.
The Rasmussen Campus has an enrolment of just over 144 and this has grown steadily in recent years. There are 6 general purpose classroom spaces with most promoting open plan learning. The gymnasium recently received an upgrade and is a terrific facility which is regularly used for a range of activities. The grounds at Rasmussen also provide plenty of space for children’s play with a variety of play equipment available to students. The Rasmussen Campus supports two significant DET programs by providing workspaces for the School Administration Support Hub (SASH) and the Cases Training Centre.
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.