|Location||Clayton North Primary School|
|Department||Clayton North Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Contact Name||Kym Goodwin|
|School Website||1714 Dandenong Road|
Clayton North Primary School was officially opened in 1865. It started out with some passionate community members who wanted a great education for their children in a pristine environment. Nothing has changed. In 150 years, our determination to ensure every child has access to a vibrant, interesting, and expansive education has only grown stronger. We are proud to celebrate our diversity and our unity. With languages and experiences from all around the world, the one thing that draws us together is education that excites us.
To provide a dynamic learning environment that engages students and community to achieve their full potential through critical thinking, communication, citizenship, collaboration, creativity and character to become future, courageous leaders of a sustainable and global society. Clayton North Primary School provides a comprehensive curriculum which is based on the Victorian Curriculum. At Clayton North Primary School we focus on teaching individual students with a focus on improving their Literacy and Numeracy skills. Student wellbeing is an important issue underpinning all school programs. The school community encourages high standards of behaviour based on cooperation, respect, mutual responsibility and self-discipline and actively promotes harmonious student relationships. A comprehensive wellbeing program is consistently implemented by all staff and is strongly supported by our parent body. All our classrooms are large and well equipped. Specialist programs are conducted in Physical Education, Visual Arts, Music and Japanese. In addition, a camping program, and inter school sport are provided for middle and senior students.
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 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-curricula activities.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.