|Location:||Osborne Primary School|
|Department:||Osborne Primary School|
|Role Type:||Primary Teacher|
|Ongoing/Fixed Term:||Fixed Term|
|Contact Name:||Brett Miller|
Osborne Primary School is a large school of around 620 students located in Mount Martha, approximately 50 kilometres southeast of Melbourne on the Mornington Peninsula.
Although initially established in 1873 to serve the needs of a largely rural population, the school is now close to a rapidly growing urban area to the east of Mornington. The school makes excellent use of its location near to Port Philip Bay and to sensitive wetland and bushland areas nearby.
A collaborative learning community that challenges students to become creative thinkers, independent learners and globally responsible citizens transpires at Osborne.
The values of respect, confidence, co-operation, responsibility and resilience guide us in providing a happy, caring and stimulating environment where children will recognise and achieve their fullest potential.
The "Play is the Way" social skills program is implemented school wide to enhance our school values and empower our students to pursue their personal best and develop respectful relationships.
The Victorian Curriculum underpins teaching programs, which offer a stimulating learning across a broad range of areas. Teaching to suit individual students' learning needs is delivered through programs such as "Point of Need" teaching in Mathematics and "CAFE" reading comprehension programs.
A combination of both explicit teaching methods and inquiry learning are used throughout the school.
Four major concepts -: “Understanding, Diversity, Creating, and Sustainability” are investigated through the inquiry process across the school. The specialist programs include Visual and Performing Arts, Physical Education, Languages - Indonesian, Science and the Stephanie Alexander Kitchen Garden Project.
The partnership between the school and the home is highly valued at Osborne. Parents and carers are encouraged to be actively involved in the educational progress of their child.
The Compass electronic communication system is used at Osborne to ensure families are well informed and connected to our school. Empowering students to take responsibility for their learning is integral to the students achieving their full potential.
This is facilitated through opportunities for student voice, student decision making and choice. Our Student Representative Council is an active body in student decision making.
At Osborne we optimise the use of the range of school facilities. Highlights are the recently completed classrooms, art room, library and administrative blocks, the purpose built kitchen for the Stephanie Alexander Program, the Gymnasium, the Performing Arts Centre and the extensive garden areas of the school.
The school makes best use of the ample range of facilities to deliver a comprehensive curriculum and engaging educational opportunities for all 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 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-curricula 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.