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Classroom Teacher - GRADUATES ARE WELCOME TO APPLY Department of Education Victoria Cabarita VIC 1d ago , from Department of Education & Training Victoria The Lake Primary School is based in Cabarita (near Mildura) and strives to provide an educational environment that fosters academic growth, experiences to promote positive relationships and a physical environment that optimises social play and pride in learning. Our school motto- `Every Student Matters, Every Moment Counts` is the foundation of all classroom practice, ensuring every child will strive to achieve their personal best. Values We foster and role model the life skills of good wellbeing and school connectedness through our values of Respect, Learning, Success, Resilience and Tolerance. Programs to support this include Respectful Relationships, the RAGE program (Renavigating Angry & Guilty Emotions), Social Groups, support from our Mental Health in Primary School (MHiPS) Coordinator and student & family access to our Welling Coordinator. Context The Lake Primary School was established in 1908. The school is situated in a rural setting, adjacent to Lake Hawthorn, 8 kilometres west of Mildura on the Calder Highway. The school proudly celebrated its 110th birthday milestone on July 16th 2018. Our moral purpose at The Lake Primary School is to provide an engaging and enriched curriculum which ensures each student receives learning opportunities through differentiation, regular tracking of their progress and individual strategies for academic growth. The diverse and comprehensive curriculum promotes and insists on high expectations across all grade levels. Many opportunities for leadership skills are offered schoolwide for students with access to a variety of schoolbased programs and additional programs offered by our local community. Parent involvement at our school is encouraged and welcomed, such as school lunches, Book Club, School Council, camps & excursions, sporting events and assisting with student reading just to name a few. We would certainly appreciate your time and participation for any of these activities/events or maybe you have a talent or skill to share with students! Specialist programs are conducted in Physical Education and STEAM. The school also provides both a comprehensive Literacy and Numeracy Intervention program. The current focus is upon fully aligning with FISO 2.0 to collectively build the capacity of the school to deliver more effective teaching, improved learning, and improved schooling outcomes. Inschool Literacy and Numeracy Coaching programs assist teachers with planning, curriculum development and assessment practices. The school maintains an informative online website through the Compass communication tool, Facebook site and most recently, an Instagram site. Our weekly newsletter and term calendars are also available on Compass and our Webpage for our families. The schools spacious rural surroundings, wellmaintained buildings, excellent resources and quality programs are a reflection of the highly skilled staff at The Lake PS. The Lake Primary School currently has 267 students. Goals To improve learning outcomes for all students: Learning to improve students numeracy outcomes by increasing teachers understanding of, and practices relating to, mathematical proficiencies. Wellbeing to improve student engagement in their learning through increased student voice and agency and overall attendance. To maximise the resilience and confidence of all students: To commence a partnership with Real Schools to comprehensively embed Restorative Practices as the explicit underpinning of our school culture. 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 highimpact 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. Role The classroom teacher classification comprises two salary ranges range 1 and range 2. The primary focus of the classroom teacher is 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 statewide 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 cocurricula activities. Responsibilities 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 classroom 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 nonteaching 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au. Applicants seeking parttime employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a casebycase basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department''s exemplar available at: DE Values The department''s employees commit to upholding the department''s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department''s Values complement each school''s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership ''Accreditation of initial teacher education programs in Australia: Standards and Procedures''; a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Be careful dont provide your bank or credit card details when applying for jobs. Dont transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr