Learning Technologies - Pakenham Lakeside PS

  • Victoria State Government - Education and Training
  • Pakenham VIC 3810, Australia
  • 06 Apr, 2021

Job Description

Contact Name: Matthew Lee
Phone: 59409532
School Website: www.plps.vic.edu.au

Location Profile
Pakenham Lakeside Primary School (PLPS) has a current enrolment of 809 students.

As an authentic professional learning community, which is reflected in our purpose statement:

“The teachers and leaders in our school continuously seek and share learning, and act on this learning. The goal of their actions is to enhance their effectiveness as professionals for the students’ benefit through the pursuit of continuous inquiry and improvement,”

all staff focus on their practice and how they can most effectively support our students’ growth, development and learning.

An integral component of our school’s culture are our five core values:

  • Respect
  • Responsibility
  • Tolerance
  • Integrity
  • Co-operation.

From a staff perspective, these values underpin our workplace norms and create a framework around which our Staff Code of Conduct has been developed.

For our students, our values reflect the expected behaviours and attitudes which are exhibited by our children, both within our school environment and in the wider community.

Our staff and leadership continue to work to develop a culture that nurtures teaching and learning as our core purpose. Staff who wish to be considered for employment at PLPS must possess three attributes that have helped build and sustain this supportive and energetic learning environment:

  • active participation in the leading of learning
  • a preparedness to work within a culture of sharing and collaboration
  • a desire to strive for continual improvement in professional effectiveness

Staff at PLPS must be able to:

  • create positive relationships with students through respect, understanding, knowledge and trust
  • maintain a clear focus on learning and the provision of constructive feedback that provides accurate information about progress, attainment and achievement
  • implement fair and consistent classroom management practices that are underpinned by clear expectations
  • undertake formative evaluation of teaching and learning programs through teacher inquiry
  • participate in our collective responsibility model of teaching and ensure there is collective efficacy in our teaching teams across the school
  • be receptive to the active involvement of students in decisions and choices about their own learning.

Teaching staff at PLPS embrace the above factors in their daily interactions with all students.

All teachers must be prepared to share and collaborate. This includes a commitment to contribute to all teams in which they are participants. They collaborate to implement innovative curriculum programs and to share best practice. The alignment of curriculum, teaching and learning strategies and assessment underpins planning and preparation for all teachers. Influencing learning comes about in a collegial and supportive environment that encourages risk and innovation and which places learning at the centre of all activities.

Teachers at PLPS expect that every student has the capacity to learn – they endeavour to ensure that every pupil is successful. To maximize opportunities for all students to succeed, teachers adapt their methods to the individual needs of the students, including high potential and under-achieving students.

PLPS has a culture of child safety and a zero tolerance of child abuse. All staff must adhere to the school’s Commitment Statement and Child Safety Code of Conduct.

For any queries about this position please contact Matthew Lee, Assistant Principal. Ph:59409532.

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  Demonstrate the capacity to develop and implement a Digital Technologies program that engages our students in developing their digital literacy, knowledge and skills.

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.

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.