Auslan & Performing Art Teacher 2027 (0.6 Mon-Wed)

Department of Education Victoria; Frankston; On-site; AUD 42,000 - 66,000; Full time

Job summary

Frankston Primary School, operated by the Department of Education Victoria, invites applications for a 0.6 Auslan/Performing Arts teacher commencing at the start of 2027 for a 1-year fixed term. The school values inclusive education and a strong PLC approach to literacy and numeracy outcomes.

The role emphasizes Auslan and Performing Arts within our explicit instruction framework. Applicants should demonstrate curriculum knowledge, data-informed planning and collaborative practice with staff,

Qualifications

• SC1: Knowledge of the relevant curriculum and ability to teach literacy and numeracy.
• SC2: Experience in planning for high impact teaching strategies.
• SC3: Experience in monitoring and assessing student learning using data.
• SC4: Strong interpersonal and communication skills.
• SC5: Alignment with Department values and commitment to professional learning.

Responsibilities

• Teach Auslan/Performing Arts to a 0.6 FTE schedule (Mon-Wed).
• Plan and deliver engaging learning programs.
• Collaborate with colleagues to improve student outcomes.
• Monitor student progress and provide feedback to students and parents.
• Contribute to school PLCs and ongoing professional learning.

Skills

Auslan

Curriculum knowledge

Data-informed practice

Interpersonal skills

Education

Teaching qualification

VIT registration

Job description

Auslan & Performing Art Teacher 2027 (0.6 Mon-Wed)

Department of Education Victoria – Frankston VIC

1d ago , from Department of Education & Training Victoria

Frankston Primary School was established in 1874 and currently has an enrolment of 230 students.

Frankston Primary School is adjacent to the Frankston Business District, with this location providing convenient access to the Frankston Arts Centre, beach, parks library, Monash University, public transport and many other community services conducive to authentic educational opportunities.

The school's Strategic Plan 2023 - 2026, has a strong focus on improving student learning outcomes, with a particular focus in Mathematics. Our instructional model includes best evidence-practice of Explicit Direct Instruction (EDI) and responsive teaching practice. All teaching staff participate actively through our GROWTH Coaching and feedback model to support teacher professional learning, with this approach an important part in building the capacity of classroom teacher practice. Our school is excited to be moving into a new Strategic Plan at the commencement of 2027.

Further school focus areas include developing and embedding a strong PLC culture and building student wellbeing through enhancing our positive school culture and improving student attendance.

Teaching Teams at Frankston Primary School collaborate together and are focused on building their capacity to review and analyse data to inform curriculum planning and learning and teaching, with each Team focused on building the capacity of teaching and student learning through effective PLC (Professional Learning Community) practice.

We are a school striving for educational excellence - empowering our students to achieve their personal best in an inclusive, supportive and caring environment.

Frankston Primary School has a strong commitment to:

• Building a connected and inclusive school community
• Connecting with our parent and wider community
• Activating high level student literacy and numeracy achievement
• Developing student personal and social capabilities and emotional resilience
• Inspiring student learning and creativity through a breadth of programs and learning experiences.

Our school values are Community, Aspire, Positivity, Respect, Resilience, Empathy & Inclusion.

Specialist programs in 2026 are Art, Environmental Science/STEM, Auslan/Performing Arts and Physical Education.

This role is for a 0.6 Auslan/Performing Arts teacher, working Monday - Wednesday commencing from the start of the 2027 school year for a 1 year fixed term.

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.

Role

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-curricula activities.

Responsibilities

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 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 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.

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 part-time 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 case-by-case 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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 atRecruitment in Schools.