Music Classroom Teacher

Department of Education Victoria; Melbourne; In loco; AUD 70.000 - 105.000; Tempo pieno

Descrizione del lavoro

Westgarth Primary School in Northcote (VIC), part of the Department of Education Victoria, invites applications for a classroom teacher. The role spans planning, preparation and teaching to achieve student outcomes across years 1–6, with responsibilities aligned to the school’s strategic plan and role ranges 1 and 2.

The successful candidate will demonstrate knowledge of the primary music curriculum, use data to inform practice, and contribute to whole-school engagement and wellbeing

Competenze

• Demonstrated knowledge of the primary school music curriculum and ability to teach it.
• Experience planning for high-impact teaching and using data to inform practice.
• Proven ability to monitor student learning and provide feedback to students and parents.

Mansioni

• Direct teaching of groups and individual students across year levels.
• Contribute to curriculum development and school improvement initiatives.
• Use student data to inform teaching approaches and report progress to families.
• Engage with parents and the broader school community to support wellbeing.

Conoscenze

Primary music curriculum knowledge

Data-informed teaching

Engagement and wellbeing focus

Formazione

Bachelor of Education or equivalent

Teaching registration (VIT) or eligibility

Descrizione del lavoro

Department of Education Victoria – Northcote VIC

Westgarth Primary School is located in the inner-city suburb of Northcote approximately eight kilometres north of the city. The school was founded in 1924 and is located on two adjacent sites. The Prep-2 classes and administration centre are located at the Brooke Street site and the 3 - 6 classes and most specialist facilities are located on the Clarke St site.

Buildings include refurbished open planned learning spaces, studio learning spaces, modular five portables, a kitchen garden centre and STEM centre. A new full-sized gymnasium and second storey classroom building with an undercroft for undercover play was completed in 2025. School grounds include a kitchen garden, playgrounds at both sites, inclusive playground on the Brooke St site and areas for passive play and seating.

There are approximately 570 students enrolled for 2027. The Student Family Occupation Education (SFOE) index is 0.0436. The school will undergo a school review and development of a new 4-year Strategic Plan in term 2, 2027.

The staffing profile of Westgarth Primary School includes a School Improvement Team consisting of a Principal, Assistant Principal, leading teacher, and 2 learning specialists, 25 classes, 6 specialist subjects, and 19 Education Support (ES) staff in various roles including (office, integration, first aid, IT, maintenance, library tech, OSHC).

Our school values are:

• Respect: We appreciate diversity and the worth in others
• Integrity: We aim to be consistently honest and trustworthy
• Excellence (Being your best): We accept the challenge of new learning and always try our best
• Working together: We work with others to achieve and promote the involvement and contribution of all
• Responsibility: We recognise we are accountable for our actions towards ourselves, others and the environment

Our intent:

• Optimising learning growth and outcomes in literacy and numeracy
• Empowering students to be agents of their learning
• Enriching students social and emotional well being

Our Focus is:

• Teaching and learning, and assessment: Increase teacher capability and confidence to differentiate teaching and learning at student point of need; Increase teacher capability to collaboratively analyse and utilise evidence and data to inform planning and practice; Document and monitor the implementation of a guaranteed and viable curriculum
• Engagement: Establish a shared understanding of, and activate practices to enhance student voice and learner agency; Establish a student driven goal setting process consistently across the school
• Support and resources: Embed the school's wellbeing framework; Strengthen the partnership between staff, students and families to create a shared responsibility for student learning and wellbeing

Our school provides an approved curriculum framework aligned to the Victorian Curriculum 2.0. There are specialist classes in performing arts (music), visual arts/Spanish, physical education, Spanish language (P-2), Library and STEAM (3-6).

Our school provides an accredited Out of School Hours Care Program and an array of extra-curricular programs.

Our school supports visiting psychologists, speech therapists and occupational therapists and links with allied health services to meet the needs of students and families.

We have a school community and parent body that supports the school through partnerships in school programs, fund raising events and social events.

Selection Criteria

SC1

Demonstrated knowledge of the primary school music curriculum, including the ability to teach music in a primary classroom context. 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

Other Information

This role will incorporate supporting a whole school arts program and may include whole school or class performances, choir, musical, bands etc.

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 at Recruitment in Schools.