LOTE - AUSLAN or Japanese preferred

Government schools; Geelong; On-site; AUD 80,000 - 110,000; Full time

Job summary

Bell Park North Primary School in Geelong, Victoria is seeking a qualified LOTE teacher to lead the whole‑school LOTE program. AUSLAN or Japanese language teaching experience is preferred, with a focus on high‑quality literacy and numeracy integration in the curriculum.

The role involves planning, delivery and assessment to support student growth, collaboration with staff and the broader school community, and alignment with Department values.

Qualifications

• SC1: Knowledge of the relevant curriculum, including ability to teach literacy and numeracy and respond to student learning needs.
• SC2: Experience planning high impact teaching strategies and evaluating learning growth.
• SC3: Experience monitoring and assessing student learning using data and providing feedback to students and parents.
• SC4: Interpersonal and communication skills; ability to collaborate with students, parents, colleagues and the school community.
• SC5: Reflective practice and commitment to professional learning to improve teaching quality.

Responsibilities

• Direct teaching of groups and individual students and planning of programs to achieve student outcomes.
• Contribute to development, implementation and evaluation of curriculum areas and school policies.
• Use student data to inform teaching approaches and provide feedback on progress to students and parents.
• Participate in parent/teacher meetings and staff meetings, camps and excursions; undertake other non-teaching duties as required.

Job description

The successful applicant will be responsible for the whole school LOTE Program. This vacancy is open to any qualified LOTE teacher and AUSLAN or Japanese is preferred.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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 (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

Other Information

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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'; and
• 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.

Location Profile

BELL PARK NORTH PRIMARY SCHOOL PROFILE

Bell Park North is a well-established, standalone school servicing the Geelong suburb of Bell Park and surrounds with year levels from Foundation through to Year 6. We profile a significant multi-cultural component, and our families represent a vast array of different nationalities. Our school¿s continued success is a result of best practice in teaching and learning enabling the ongoing development of all children, both academically and socially, in preparing them for their future and ensuring the best possible learning outcomes and strong sense of well-being are achieved. The teaching and learning philosophy of all staff is aligned to the individual needs of each student using multi-disciplinary approaches and preferred learning styles which reflect current educational and technological trends.

Our team of enthusiastic and dedicated teachers and support staff are committed to implementing a whole school developed and consistent instructional model which aligns with the Victorian Teaching and Learning Model and strongly emphasises high expectations, delivering all learning experiences at a high standard. Students are encouraged and guided to be active participants in their learning by working with their teachers to set personal learning goals and strategies to achieve these. This helps students develop into self-disciplined, self-regulated, knowledgeable and independent learners.

We have continuously stayed abreast of technological trends to maintain a whole school focus on integrating Digital Technologies across the whole school to support children's learning. This has included the continuation of:

• A one-to-one iPad program
• Developing students as safe and responsible digital citizens
• Progressive reporting through the COMPASS platform.

A strong focus on student voice and agency and rich educational programs provides children with a vast array of learning and leadership opportunities which assist students in becoming resilient, engaged and effective team members who are confident to integrate and deal with all situations.

These include programs such as:

• The ARTS (Performing and Visual)
• Physical Education
• LOTE
• Swimming

Further supporting programs include:

• Intervention
• High Abilities Program
• A Year 5/6 6Camping Program
• A rich Transition program
• School Choir
• Puberty in Primary Schools Program
• Bike Education

We are proud aim to support and enhance the mental and physical health and wellbeing of every member of our school community through programs / frameworks such as:

• Respectful Relationships
• Peer Support
• Buddies
• Resilience Project
• Social Emotional Awareness Learning (SEAL)

Students at Bell Park North Primary School are highly engaged in their learning and feed safe and valued within their environment.

These programs support our work around our school values:

• Friendship
• Respect
• Integrity
• Equality
• Never Give Up
• Do Your Best
• Safety

A Community Hub runs in our school which has been made possible with the support of Community Hubs Victoria and the Smith Family. The Hub provides many opportunities to our immediate school families and local community members such as Play Group, English Lessons and Parent Support Sessions.