Classroom Teacher - LOTE Mandarin language

Department of Education Victoria; Melbourne; On-site; AUD 70,000 - 100,000; Full time

Job summary

Jells Park Primary School in Wheelers Hill, Victoria, part of the Department of Education Victoria, seeks a classroom teacher to deliver a broad curriculum including English, Mathematics, Science, Humanities, Technologies, Health and Physical Education, and the Arts, with Mandarin as LOTE.

The role focuses on planning, preparation and teaching, data-informed practice, and collaborative engagement with students, families and staff.

Qualifications

• Demonstrated knowledge of literacy and numeracy in the curriculum.
• Experience in planning high-impact teaching strategies.
• Experience in monitoring and assessing student learning using data.
• Strong interpersonal and collaborative engagement with school communities.
• Reflective practice and commitment to professional learning.

Responsibilities

• Direct teaching of groups and individual students.
• Contribute to curriculum development and school programs.
• Undertake additional duties as appropriate to salary range and experience.
• Engage with parents, staff and students to support learning.
• Support school policies and priorities through instructional practice.

Skills

Literacy & numeracy integration

Data-informed instruction

Interpersonal communication

Collaborative relationships

Professional learning & reflection

Education

Victoria Institute of Teaching registration

Australian initial teacher education

Job description

Department of Education Victoria – Wheelers Hill VIC

2d ago , from Department of Education & Training Victoria

Jells Park Primary School is a vibrant and dynamic school.It is situated in the residential area of Wheelers Hill, within five minutes walking distance of the Jells Park Reserve, from which the school derives its name. Built in 1979, the school has immediate impact because of the unique contemporary design of the building which is complemented by the attractive treed setting and well maintained school grounds.

Student enrolment is approximately 520 and supported by approximately 50 staff. A blend of contract and ongoing staff, working with a variance of time fractions, enables the educational programs offered to the students to be of a wide range. The school features 24 classrooms, a Visual Arts space, a well-resourced library, a full-size gymnasium, a Performing Arts classroom, and a Digital Technologies laboratory. These high-quality facilities are extensively utilised by the wider school community beyond school hours.

Jells Park Primary School is committed to providing a safe, inclusive and supportive environment for all students. The school rigorously implements and adheres to the Victorian Child Safe Standards, with policies, practices and procedures that promote student wellbeing and protect children from harm.

Jells Park Primary School supports every student to achieve excellence within an inclusive and supportive learning environment. The school delivers a comprehensive curriculum across English, Mathematics, Science, Humanities, Technologies, Health and Physical Education, and the Arts, with Mandarin taught as the Language Other Than English. A strong emphasis on literacy and numeracy is complemented by rich opportunities in the Performing Arts and Sport.

At Jells Park Primary School, we are committed to developing the whole child, placing a high level of importance on academic achievement, wellbeing, creativity, leadership and personal growth. We are well known for our extensive co-curricular program, which provides students with rich opportunities to pursue their interests, develop their talents and build meaningful connections with their peers and school community. Students are encouraged to participate in a diverse range of literary, artistic, sporting and problem-solving pursuits beyond the classroom, with notable success in programs such as Wakakirri, Maths Talent Quest, School Aerobics and the Energy Breakthrough (JP Racing). Through these experiences, students develop confidence, resilience and a strong sense of belonging, ensuring they are highly engaged, connected to their school and well positioned to achieve strong learning outcomes.

Jells Park Primary School provides a strong emphasis on student wellbeing, engagement and achievement. A dedicated Social and Emotional Learning curriculum, together with our embedded School-Wide Positive Behaviour Support (SWPBS) framework, fosters positive relationships, resilience and a strong sense of belonging.

Professional learning, coaching and mentoring are integral to the culture of Jells Park Primary School, ensuring staff remain at the forefront of best practice and are equipped to deliver high-quality learning experiences that enhance student outcomes.

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

• 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 (seeWorkplace 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

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at https://www2.education.vic.gov.au/pal

Qualification Requirements

• 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.