Job ID: 1223152
Location: Newbury Primary School
Department: Newbury Primary School
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 04/20/2021
Contact Name: Michelle Nunn
Phone: 8691 6900
School Website: www.newburyps.vic.edu.au
Thank you for showing an interest in the advertised position at our school. This provides an excellent opportunity to join a dynamic, committed and motivated professional learning community.
Newbury Primary School is a government school located in the rapidly growing residential area of Craigieburn. The school is located at the intersection of Newbury and Grand Boulevard and caters for students in Years Prep to 6.
Over 80% of students identify as learners where English is an Additional Language and we provide a range of supports across the school to support them and their families including environmental print, a response to intervention approach to EAL tuition, an Arabic multicultural education aide and connections with external support services.
Newbury Primary School is a holistic learning community that provides exceptional teaching and learning experiences. We are guided in our work by the Framework for Improving Student Outcomes and the Timperley Inquiry and Knowledge Building Cycle. The teaching areas are divided with quieter small group spaces that complement the connectedness of the classrooms. Flexibility is offered through a variety of diverse spaces, including break-out spaces, reading nooks and areas for small group, whole group, and individual instruction to better cater to the individual needs of students.
The teaching and learning programs are intellectually challenging, engaging, foster creativity, reflect 21st century approaches and have a strong focus on English and Mathematics. Teachers use a range of student data to complete live planning and curriculum design to ensure the needs of students are met through a personalised approach. The school values academic rigour and has high expectations of all members of the school community, both in academic pursuits and social behaviour.
Student wellbeing is at the centre of all that we do. A range of wellbeing supports including social skill development, School Wide Positive Behaviours and Respectful Relationships are incorporated into everyday practice to reflect the school’s holistic approach to learning. We pride ourselves on being a Respectful Relationships Lead School.
All teaching and support staff work collaboratively and are committed to having a shared responsibility for the emotional, social and academic development of every student. Strong, quality relationships provide a safe, secure and stimulating learning environment where opinions are valued and feedback is provided on a regular basis.
To provide a dynamic learning community where all students are empowered to learn and achieve personal success.
At Newbury Primary School we are committed to creating a safe, secure, educationally stimulating, calm and nurturing learning environment underpinned by high expectations and the recognition of effort. We focus on the emotional, social and academic development of every student as an avenue of developing confident, creative, compassionate and informed citizens who are actively engaged in their community. The strong sense of community is evident in the continuous, honest and open dialogue between all stakeholders. Newbury Primary School has a commitment to zero tolerance of child abuse.
The core beliefs we advocate are:
The values that define our school community are:
Respect: Demonstrating care and consideration for ourselves and the feelings, opinions, belongings and expectations of others.
Integrity: Demonstrating honesty and trust through personal accountability and responsibility for our actions.
Effort: Demonstrating a positive attitude and the desire and determination to learn new skills, strive for improvement and be persistent.
Community: Demonstrating and promoting a sense of belonging, unity and connection that is strengthened by a clear understanding of the expectations of all members.
Joining Newbury Primary School!
Joining our school provides an exciting opportunity for prospective employees with exemplary interpersonal skills and a strong commitment to working as part of our learning community to establish and embed the school’s values, culture and philosophy.
The successful candidate will need to be open to learning and be challenged to accelerate their professional growth. They will also need to be flexible and able to handle the rigours of the work involved in continuing to establish our school in a rapidly growing area.
It will be an expectation that the successful candidate possess a strong work ethic and support the work of Principal Class in continuing to establish a positive, nurturing and stimulating learning environment in our school.
If further information is required, prospective applicants can contact our school's office on 8691 6900 to speak with the Principal, Michelle Nunn.
Please ensure you read the key selection criteria carefully so as to address the correct criteria.
Applications should include a curriculum vitae detailing relevant qualifications and experience, responses to the key selection criteria, and the names and contact details of three professional referees.
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 Demonstrated commitment and capacity to contribute to all aspects of a culturally diverse school in an environment of rapid growth.
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.