Team Teaching

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Overview

Work type: Part time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Teacher

Location: Northern Metropolitan

Reference: 1469568

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 marrung@education.vic.gov.au

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 departments exemplar available at:

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

DE Values

The departments employees commit to upholding the departments Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The departments Values complement each schools 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 Departments 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.

Location Profile

School Motto - ¿Learning and growing together¿

Purpose

To provide a caring and challenging learning environment that equips children with the necessary skills to become valued members of the community.

Values

• Individual excellence
• Confidence
• Respect
• Resilience

School Profile

1. Guiding Principles

Since opening in 1957 we have evolved, improved and maintained a reputation for our emphasis on both curriculum and student welfare. The school aims to provide a happy, secure and supportive environment where decision making, problem solving, critical thinking and environmental issues are developed as children become responsible for their learning.

The school procedures and practices are based on:

• An open and consultative management approach that promotes shared problem solving, task assessment and action appraisal.
• Clearly stated policies and programs that reflect current initiatives and have stated obtainable goals.
• A commitment to the development of an ongoing quality learning environment that develops skills, recognises abilities and celebrates achievement.
• Environmentally sound attitudes and habits that reflect an understanding of the world around us.

Students are valued and encouraged to develop pride and respect for their school, parents and the community. Leadership programs are offered in a variety of areas, which enable students to develop sound skills for future needs. The staff is committed to developing the school¿s ethos and work as a team in following the school¿s long term plans.

2. Location and Environment

Primary School No 4764 Preston North East is situated close to Northland Shopping Centre, public transport and parks, at the corner of Laurel and Tyler Streets in East Preston. Plenty Road lies to the north, Murray Road to the south, with Albert Street to the west. Darebin Creek is an important natural boundary to the east.

The school has an extensive catchment area which covers parts of Preston, Reservoir and Heidelberg.

3. Curriculum

Preston North East Primary School offers a challenging and comprehensive curriculum that equips children with the necessary skills and knowledge to become well-adjusted adults and contributing members of the community.

The school maintains an extensive curriculum in the areas of English, Mathematics, LOTE ¿ Italian, Inquiry, Science, Technology, Health & Physical Education and The Arts.

Classroom support is provided in Integration, English as an Additional Language (EAL), Reading Intervention, and the school Prep Transition Program ¿ School Readiness. Students also access inter-school sport, camping and a variety of excursions.

The school caters for newly arrived students through exemplary programs that have been established in the areas of EAL.

The school is committed to fostering well established links with neighbouring educational settings with staff cooperating closely to ensure that curriculum continuity, shared resourcing and transition arrangements are well developed.

School Council plays an active role in school plans, implementing DET guidelines and other local initiatives.

4. Facilities

Preston North East provides a wide range of facilities, both educational and recreational, that are utilised by the school and its community. The school grounds are highlighted by extensive synthetic soccer field, running track and play areas;-fenced safe playing area; basketball courts and new playground equipment. Shade sails reflect the school¿s commitment to Sunsmart practices. Information & Communication Technology continues to be a high priority with networked computers in classrooms. An emphasis is placed on current technology with all classrooms having Interactive White Boards. Students also access numerous netbooks and Ipads. Other facilities include canteen, hall, art room, and library, facilities for the disabled, outdoor sporting facilities and staff car park.

5. School Structure/Organisation

Preston North East has a current enrolment of 198 students. Students with a language background other than English (EAL) make up 50% of the enrolment. There are 10% Koori Students. The Integration Aides support several integrated students with multicultural aides supporting our EAL students from Vietnamese, Chinese and Arabic speaking communities.

In 20e school has 9 classes. The average number of students per class in FND ¿ Year 6 is 22 students.

Staffing Profile: The school in 2025 has a total teaching staff of 17.0 EFT, comprising

• 11 classroom teachers, 1 Assistant Principal and 1 Principal;
• 1.0 EAL/Tutor Coordinator.
• 2.6 Specialist Staff.
• 1.0 support staff.

6. Future Plans

Curriculum

The school belongs to the Yarra/Darebin cluster of schools. We feel confident and excited about developing staff that are better equipped to deal with improving educational outcomes and believe that this will make a considerable difference in raising academic achievements. The school works with other schools to implement the Framework for Improving Student Outcomes (FISO).We are focussed on implementing the VTLM 2.0

School Motto - ¿Learning and growing together¿

Purpose To provide a caring and challenging learning environment that equips children with the necessary skills to become valued members of the community.

Values o Individual excellence o Confidence o Respect o Resilience

School Profile 1. Guiding Principles Since opening in 1957 we have evolved, improved and maintained a reputation for our emphasis on both curriculum and student welfare. The school aims to provide a happy, secure and supportive environment where decision making, problem solving, critical thinking and environmental issues are developed as children become responsible for their learning.

The school procedures and practices are based on:

o An open and consultative management approach that promotes shared problem solving, task assessment and action appraisal. o Clearly stated policies and programs that reflect current initiatives and have stated obtainable goals. o A commitment to the development of an ongoing quality learning environment that develops skills, recognises abilities and celebrates achievement. o Environmentally sound attitudes and habits that reflect an understanding of the world around us.

Students are valued and encouraged to develop pride and respect for their school, parents and the community. Leadership programs are offered in a variety of areas, which enable students to develop sound skills for future needs. The staff is committed to developing the school¿s ethos and work as a team in following the school¿s long term plans.

2. Location and Environment Primary School No 4764 Preston North East is situated close to Northland Shopping Centre, public transport and parks, at the corner of Laurel and Tyler Streets in East Preston. Plenty Road lies to the north, Murray Road to the south, with Albert Street to the west. Darebin Creek is an important natural boundary to the east.

The school has an extensive catchment area which covers parts of Preston, Reservoir and Heidelberg. 3. Curriculum Preston North East Primary School offers a challenging and comprehensive curriculum that equips children with the necessary skills and knowledge to become well-adjusted adults and contributing members of the community.

The school maintains an extensive curriculum in the areas of English, Mathematics, LOTE ¿ Italian, Inquiry, Science, Technology, Health & Physical Education and The Arts.

Classroom support is provided in Integration, English as an Additional Language (EAL), Reading Intervention, and the school Prep Transition Program ¿ School Readiness. Students also access inter-school sport, camping and a variety of excursions.

The school caters for newly arrived students through exemplary programs that have been established in the areas of EAL.

The school is committed to fostering well established links with neighbouring educational settings with staff cooperating closely to ensure that curriculum continuity, shared resourcing and transition arrangements are well developed.

School Council plays an active role in school plans, implementing DET guidelines and other local initiatives.

4. Facilities Preston North East provides a wide range of facilities, both educational and recreational, that are utilised by the school and its community. The school grounds are highlighted by extensive synthetic soccer field, running track and play areas;-fenced safe playing area; basketball courts and new playground equipment. Shade sails reflect the school¿s commitment to Sunsmart practices. Information & Communication Technology continues to be a high priority with networked computers in classrooms. An emphasis is placed on current technology with all classrooms having Interactive White Boards. Students also access numerous netbooks and Ipads. Other facilities include canteen, hall, art room, and library, facilities for the disabled, outdoor sporting facilities and staff car park.

5. School Structure/Organisation Preston North East has a current enrolment of 198 students. Students with a language background other than English (EAL) make up 50% of the enrolment. There are 10% Koori Students. The Integration Aides support several integrated students with multicultural aides supporting our EAL students from Vietnamese, Chinese and Arabic speaking communities.

In 20e school has 9 classes. The average number of students per class in FND ¿ Year 6 is 22 students.

Staffing Profile: The school in 2025 has a total teaching staff of 17.0 EFT, comprising o 11 classroom teachers, 1 Assistant Principal and 1 Principal; o 1.0 EAL/Tutor Coordinator. o 2.6 Specialist Staff. o 1.0 support staff.

6. Future Plans Curriculum The school belongs to the Yarra/Darebin cluster of schools. We feel confident and excited about developing staff that are better equipped to deal with improving educational outcomes and believe that this will make a considerable difference in raising academic achievements. The school works with other schools to implement the Framework for Improving Student Outcomes (FISO).We are focussed on implementing the VTLM 2.0

Other Information

Attendance required Wednesday, Thursday & Friday.

Applications close Monday 31 March 2025 at 11.59PM

Posted 18 March 2025

Information :

• Company : Schools (Government)
• Position : Team Teaching
• Location : Victoria
• Country : AU

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