Classroom Teacher

Family Safety Victoria; Gqeberha; On-site; ZAR 20 000 - 40 000; Part time

Job summary

An established educational institution seeks a passionate Classroom Teacher to inspire young minds in a nurturing environment. This role emphasizes the importance of developing literacy and numeracy skills while fostering a sense of community and responsibility among students. With a strong commitment to professional development, the successful candidate will engage in collaborative teaching practices and innovative curriculum delivery. Join a supportive team dedicated to enhancing student learning and well-being, where your contributions will make a meaningful impact on the next generation.

Qualifications

• Knowledge of curriculum and ability to teach literacy and numeracy.
• Experience in assessing student learning and using data to inform teaching.

Responsibilities

• Direct teaching of students and contributing to curriculum development.
• Participating in parent/teacher meetings and staff meetings.

Skills

Curriculum Development

Literacy and Numeracy Instruction

Assessment and Evaluation

Interpersonal Communication

Education

Bachelor's Degree in Education

Registered with Victorian Institute of Teaching

Job description

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Classroom Teacher

Schools (Government)

Applications close Thursday 8 May 2025 at 11.59PM

Overview

Work type: Part timeSalary: Salary not specifiedGrade: Classroom TeacherOccupation: TeacherLocation: Eastern MetropolitanReference: 1473499

Location Profile

Olinda Primary School is located in the picturesque Dandenong Ranges. Its extensive natural and landscaped school grounds offer a variety of opportunities for active and imaginative play.

Established in 1906, the school has preserved its historic first classroom, which continues to be a functional learning space. We have seven classrooms and a dedicated Arts Centre where art, drama, and music are taught. Our current enrolment is 12 students, ranging from Foundation to Year 6. We have a teaching Principal, 1.2 teaching staff, and 2 Education Support (ES) staff. All staff work closely together in the planning and delivery of the curriculum.

Our vision is to provide a curriculum that promotes a strong sense of self in each child. We build on individual knowledge and skills to enhance personal learning and foster students' ability to develop relationships with family, friends, and the wider community.

Our three core values¿Kindness, Respect, and Responsibility¿are reflected throughout our curriculum through daily classroom activities, collaborative projects, and community involvement initiatives. Teachers model these values in their interactions, while students engage in programmes that promote empathy, teamwork, and accountability. Students are encouraged to achieve their personal best and develop the skills, attitudes, and values required to become responsible, flexible, and reflective thinkers. `Play Is The Way¿, our behaviour education programme, enhances student wellbeing by teaching social and emotional skills through interactive activities, role-playing, and guided discussions, providing a consistent framework for all teaching and learning. We are also trained in the 'Berry Street Education Model,' which is reflected in our daily interactions with children.

Students participate in all core learning areas, with a strong emphasis on literacy and numeracy programmes. As a teaching staff, we place a strong emphasis on assessment to effectively address and support the individual learning needs of all students. AUSLAN is offered as part of our Language Education across all year levels. Additionally, we provide access to a visiting library van (MARC) and various specialist teachers. Our teachers deliver specialist classes in their areas of expertise, including art, music, physical education, and environmental studies.

All staff engage in targeted professional learning based on both school and individual needs. We support professional development for all staff, focusing on individual and school-wide goals outlined in key planning documents.

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.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [e-mail]

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
  
  

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Applications close Thursday 8 May 2025 at 11.59PM

Posted 25 April 2025

Action

Contact

Cornelia Sheeran

049/250-4217

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