Classroom Teacher. Graduates welcome to apply

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 :

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 ).

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

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 :

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 :

Conditions of Employment

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

Cowwarr Primary School is situated approximately 186km east of Melbourne and 28km (26mins) northeast of Traralgon in the Latrobe Valley and 38km (30mins) west of Sale in Gippsland and resides in the Wellington Shire district. The town and surrounding area has an approximate population of 400.

The school was established in 1877 and it has 20 students currently enrolled for 2024, with a full-time teaching principal, 1 full time teacher, a part time business manager, 1 part time specialist teacher, 1 part time tutor and 2 part time education support / welfare staff. A new school building was finished in mid-2021 and contains two class rooms, a general-purpose room, a gallery with up to date technology to complement our existing outdoor learning centre and fully equipped kitchen / Cowfé. The school also has a large playground, sandpit and cubby house, vegetable garden, hot house and fruit trees.

The Cowwarr team is all about supporting our students and families. Their education and welfare is important to us. We support students to achieve their full potential and seek to provide a 21st Century Education. For us as a country school, it is important to stay up to date academically with the latest programs and teaching strategies and be well resourced. Our challenge is to provide our children with all that we can, and more, to give them the best start possible. We strive to make school relevant to our students so that they remain positive and perceive Cowwarr Primary to be an important resource to help them achieve future goals. Our absenteeism is low, and our academic results are admirable, so we are moving in the right direction.

Literacy and numeracy are a priority at Cowwarr Primary School as we know that these two subject areas are at the very foundation of learning. We do however strive to bring a varied curriculum to allow the children to explore their gifts and talents in order for them to make informed choices about their future pathways.

We have set out to be a school that prepares our students for the future and the need to embrace change and new technology. This is a driver for us as we expand computer programs and curriculum, provide up to date resources and help the children to develop ways to use technology safely and effectively. The use of technology is a life skill as it is a means of communication as well as an academic tool for research and development. As a more isolated school we seek to expose the children to technology beyond the basic, to include 3D printing and robotics. This technology is not common in isolated country schools but essential if children are to survive in a competitive 21st century work environment.

Our values program and Respectful Relations program are about preparing our children to live in the community and contribute to it. Just as important as academic programs, is the program which helps the children participate in the local Cowwarr Team and the wider community. Our school values are Respect, Responsibility, Resilience and Self-Belief. We are highly motivated to build up the Cowwarr community, with a foundation of students who are knowledgeable, caring, and productive human beings.

Our local community help with the education of our children by working with them in our community garden. We are also associated with local Landcare, Football Club, Lions Club and CFA. Local groups and our community enthusiastically support our school and participate in our education program.

We refer to our school as the Cowwarr Team. Our students can feel accepted, safe and feel a sense of belonging. This limits the need to compete with others and creates an opportunity to work together as a team so that the children can attain their individual goals.