|Location||Kew East Primary School|
|Department||Kew East Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Helen Fotheringham|
|Phone||03 9859 2903|
To promote a culture of high expectations and excellence through the provision of a teaching and learning environment that challenges, stimulates and nurtures. Students to be self-motivated, resilient and reflective learners, who think critically and creatively. Students will enhance their learning through the development of digital literacy skills and the use of emerging technologies. Experiencing success as literate and numerate students, they will be positively engaged members of their local and global community.
Kew East Primary School (KEPS) embraces five core values which form the actions for the whole school. These values are actively promoted and underpin all levels of operation throughout the school.
Relationships: Friendship, Kindness, Compassion, Family, Enjoyment, Empathy, Fairness
Positive relationships are developed and fostered, which build on trust and mutual respect.
Respect: Honesty, Manners, Acceptance, Tolerance
Behaviour that demonstrates the acceptance of differences and decisions.
Responsibility: Happiness, Learning, Health, Teamwork, Cooperation
Develop the ability to work independently and with others with good intent.
Resilience: Self-esteem, Self Confidence, Positive Attitudes
Actively encourage student connectedness, perseverance, active citizenship and social competencies
Reflection: Thinking, Considering, Wondering, Direction
Thinking about what we have achieved, where we need to go next and what we would do differently
Kew East Primary School (KEPS) has a stable enrolment of approximately 360 students. Students attending KEPS come from predominately high socio-economic backgrounds. The student demographic includes students from Language Backgrounds Other than English (LBOTE), students included in the Program for Students with Disabilities (PSD), and recently, an increasing number of English as an Additional Language (EAL) students.
The KEPS curriculum program is based on the Victorian Curriculum which covers from Foundation to Year 10. KEPS has a dual class structure, with straight year level classes in Foundation, Year 1 and Year 2 and multi-age classes in Years 3-4 and Years 5-6. A high proportion of our students from Foundation to Year 6 work beyond the expected levels of achievement. To cater for the diversity of students’ learning needs within and across year levels, a differentiated curriculum is planned for and delivered through flexible student groupings, such as ability, and mixed ability.
Individual student goals are developed at each year level, Foundation to Year 6, and provide students with the opportunity to identify, multiple reading, writing and Maths goals each term which are conferenced with their class teacher. The development of student goals where they are regularly monitored and negotiated between student and teacher, has been a major focus over the last 4 years, to build student agency. Staff have spent extensive time exploring, refining and further incorporating the high impact strategies (HITs) into their practice.
Some students will also have negotiated Individual Learning Plans, to cater for and support their extension or intervention needs, and these are reviewed at least once a term.
A great deal of effort has been imputed into making classrooms inclusive where reasonable adjustments are made, to cater for students diverse learning and management needs. Staff have spent time planning, documenting and revising reasonable adjustments made.
The use of ICT and digital technologies has grown significantly where extensive resources have been purchased, such as, spheros, beebots, code-a-pillars and makey makey boards. Applications of Seesaw, Green Room, Stop Motion and Scratch and WebEx have also been used extensively. Banks of laptops and iPads have also been purchased and used across the school, along with the computer pod (for whole class) and desktop computers in all classrooms.
The school provides additional opportunities for maths extension and literacy intervention to further support the needs of students. Specialist teachers deliver programs in Italian, Visual Arts, Music and Physical Education. The school’s music program is exceptional, enjoying an outstanding reputation for providing additional and unique opportunities for students to perform in our social (Year 4) and concert brass bands (Year 5-6). This extra curricula activity promotes student engagement and provides an opportunity not commonly found in other primary schools.
KEPS has well-resourced facilities including, a multipurpose centre which includes, a gymnasium, music rehearsal room, tutorial rooms for instrumental music lessons, and a LOTE room; out of hours school care, junior school hall, library, art room and computer room.
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.