Classroom Teacher

Sandringham East is a coeducational primary school located in leafy beachside Sandringham, 15 kilometres south east of Melbourne. Our vision is: To build an inclusive community where our children are active learners, critical thinkers and creative explorers: 

THINK...IMAGINE...BECOME.

Our school values are Care, Aspiration and Respect. The school has in place a range of strategies to promote engagement, positive behaviour and respectful relationships for students.

Sandringham East is a progressive school preparing students for a dynamic future. We have a proud history since 1931 with over 91 years serving the Sandringham community. Our community hub values relationships and a sense of community a diverse community. Our current total of 450 enrolled students are 218 males and 232 females in 21 classes. Across the school the class average is 22 which is a great ratio for giving students learning opportunities. The school has students with Indigenous backgrounds, PSD funded and inclusion students, with several that we are supporting to be included in Inclusion funding.

Financial commitments invest to improving facilities to cater for modern learning with a high priority on professional learning for staff. The biggest impact on student learning is the quality of the teacher and relationships, and we devote resources for professional learning to improve teacher capacity and efficacy.  During the Pandemic our amazing teachers supported students through remote and on-site learning by developing engaging learning activities supported by explicit teaching videos great resources which are available for parents and teachers today.

Covid took its toll on student enrolments with many moving to Regions and Interstate. Staff also saw changes with more than usual moving closer to home or interstate or taking personal leave for their well-being. The good news is that through some staffing challenges we have a full complement in 2024 with fantastic staff new to our school, who provide Sandy East students with high quality teaching and learning. Shared classes are working well as some teachers opt for part time positions.

The school engages critical friends to work with staff to improve teaching and learning. Adam Voigt from Real Schools has worked with us for four years embedding Restorative Practices and connecting teachers with good practice to develop respectful interactions both within and outside the learning spaces. Tracey Ezard provides our leaders with strategies to work within their teams. The Walker Learning Approach is implemented, connecting students to their learning through interest and play based activities in Investigation and Inquiry Learning culminating in an Educational Research Project. Misty Adoniou is our Writing guru who inspires and guides us with our writing program.

The school employs a Welfare Officer/ Counsellor three days a week who supports many families for educational, wellbeing and family issues.

Social and Emotional Learning is a focus in our AIP with the school nominated as a Lead school in the RRRR program and working with schools in the cluster to engage students in respectful ways.

Play is the Way teaches students resilience and self-management through the lessons presented by teachers, empowering students to:

o Treat others as you would like them to treat you

o Be Brave participate to progress

o Pursue your personal best no matter who you work with

o Have reasons for the things you say and do

o It takes great strength to be sensible

o Be the Master not the victim of your feelings

Sandringham East prides itself on a diversity of programs that cater for personalising student learning needs through curriculum programs and Individual Education Plans. Modifications and differentiated learning ensure that students are taught at their point of need. Literacy and Numeracy are essential foundations for student success and a PLC focus as is Engagement & Wellbeing.

Students enjoy our bright, engaging flexible learning environments which cater for a range of learning styles and individual needs. We were thrilled that the school was approved for $7.8 million to rebuild our facilities. This resulted in eight learning spaces along with a stadium, performing arts / music space, dedicated art room, canteen, staff facilities /workrooms, and student bathroom facilities. The school community have worked tirelessly over many years for this news. It is wonderful to see these great learning spaces available for our school community.

Currently we are at the Design phase of Stage 2 which will see another $3.848 million for 4 classrooms including a STEAM Centre, as well as refurbishment of the Administration areasand landscaping to provide a welcoming entry to the school.

Facilities provide a safe and secure setting, surrounded by a sanctuary, incorporating a walking track, oval, oriental, and indigenous gardens, bountiful vegetable patch, and hens provide eggs for our community. Currently School Council are pursuing a natural turf oval rejuvenation and are awaiting approval from the VSBA.

The new buildings have been complimented by wonderful landscaping which students are enjoying.  An amazing adventure Playscape was completed and opened in October 2016 which the school community funded.  Students enjoy their leisure time playing creatively in this great sanctuary environment with ropes, tunnels, tree platforms, cubbies, sandpit, digging pit, water play and a massive log fort. A Ga Ga game has been installed with students enjoying this active game.

A Play Shed also provides creative play resources for our students during lunch breaks.Student leaders implement this opportunity for students preparing and setting out activities that are interesting and challenging. Our school kitchen gardener provides opportunities for students - sowing and tending the garden, making use of the pizza oven and barbeque as well as providing produce to the school community.

Financial commitments invest to improving facilities to cater for modern learning with our amazing learning environments. We focus on a high priority on professional learning for staff. The biggest impact on student learning is the quality of the teacher and relationships, and we devote resources for professional learning to improve teacher capacity and efficacy.

Professional Learning Communities are dedicated to unpacking data, setting high expectations and personalising learning so students achieve to their best.

The school engages critical friends to work with staff to improve teaching and learning. Adam Voigt from Real Schools has worked with us for four years embedding Restorative Practices and connecting teachers with good practice to develop respectful interactions both within and outside the learning spaces. Tracey Ezard provides our leaders with strategies to work within their teams. The Walker Learning Approach is implemented, connecting students to their learning through interest and play based activities in Investigation and Inquiry Learning, culminating in an Educational Research Project. Misty Adoniou is our Writing guru who inspires and guides us with our writing program. 

Several students are supported through the Program for Students with Disabilities. The school employs three experienced support teachers to enhance and challenge student learning particularly in Literacy and Numeracy for 7 days. As part of the Bayside Inclusion Program,we are supporting several students with modified learning and support with the Learning Specialist as well as an Assistant Principal leading these DIP - Inclusion applications. An Assistant Principal is focussing on student well being and two Learning Specialists complete the School Improvement Team.

Highly regarded specialist programs include Performing Arts, Physical Education, Visual Arts, and Mandarin and Science. Specialists teachers are each passionate about their craft. As an Asian Literate school, we communicate with our sister schools in Japan and the Philippines. Currently we have selected a fulltime Mandarin teacher for 2024. We financially support our sister schools in the Philippines who have experience decimation through disasters, through our SEPS Hunger Busters each Friday.

Science is a focus and we have employed Wilko, the renowned Andrew Wilkinson from Sandringham College, to teach our students three days a week. He is supported by Safety Sue who volunteers her time to support the program amazing contribution.

Excursions, camps, sports events and swimming provide our students with a well-rounded education.

Despite the financial support required to pay teachers time in lieu we have continued our camping program for level 4 , 5, and 6 students with 2 night, 3 day camps. Student attendedWarrnambool, Ballarat and Philip Island this year. We participate in the i Sea, i Care Dolphin Project for students who are passionate about science and sustainability and have enjoyed a great experience swimming with dolphins.

Technology provides students with knowledge and tools, and robotics resources give challenge to employ coding expertise which is taught to students. Our 1:1 computer program for students in levels 3 - 6 sees around 95% of students with their own device.

We value our links and partnership with Sandringham College, located adjacent to Sandringham East. Mutual benefits are gained from this relationship as well as a positive transition to secondary schooling.

The school encourages community as part of the process of schooling through School Council and our Class Parent Program, which is incorporated within the Parents and Friends Association.  The school sees parents as vital partners in a child¿s education. The school links with staff and community to provide extra-curricular activities for students through lunch clubs, including Sporting Schools Program, Instrumental music, Chess, Chinese and may other Lunch Clubs.  Before and After School Care is provided by Their Care.

We value partnerships with community in Lions, Rotary and the Japanese Saturday College. We host the Japanese Saturday College each week who offer 21 classes for around 310 students. Parent participation and support for our school from local community play a major role that is valued and encouraged.

Professional Learning Communities ( PLC's) are dedicated to unpacking data, setting high expectations and personalising learning so students achieve to their best.

Wellbeing

Wellbeing has been a focus always at SEPS but after COVID we were more aware of anxiety and concerns by students. Our work by our welfare counsellor is certainly kept busy.  The SEPS families were also supported last year by the work with CASEA & Alfred Hospital.

Staff wellbeing has been led by Adrienne Hornby. She has trained staff and leaders over 12 months, resulting in a well-being vision and action plan.

The wellbeing PLC has focused on the Restorative Practice approach and are currently refining and developing further understandings and actions.

Numeracy - All students in the Tutor Learning Initiative ( TLI) Program for numeracy have numeracy goals included in their IEPs. The numeracy PLC has used a range of data to inform PLC cycles, including PAT data, 2021 NAPLAN data, Teacher judgements.

71 students competed in the Australian Maths Competition. This included attending lunch club and practice paper access at home.

30 Level 6 students participated in the Maths Olympiad.

30 Level 5 students competed in the Maths Games competition. 

Literacy - Looking at our 2022 NAPLAN results in Writing we developed a PLC cycle for term 4 2022 around sentence structure and punctuation. We will also use our analysis to plan for specific / targeted teaching in Grammar and Spelling.

All staff F-6 are now using Scriibi for assessment and to supplement planning. Staff have attended additional online PD provided by Scriibi to support teaching and learning - beginning writing for Level F-1 teachers. Our Literacy PLC have used knowledge from earlier in the year to adapt the rubrics and have seen better data elements to analyse for future planning. The PLC discussed the benefits of using Scriibi and how we would like to build our understanding of the program.

Staff have participated in PD with Misty Adoniou - the use of mentor texts for reading and writing. Staff have continued to integrate Misty's approach of using mentor texts into our planning and are using Scriibi to identify new texts and ideas to use.

Learning Specialist time continued to be used for supporting the use of Scriibi, the 6+1 Traits of Writing, Misty's approach and Spelling in the Level 4 and 5 areas. We used the South Australian Spelling Test from June to work out the spelling patterns that needed to be taught throughout Semester 2.

The Literacy Planner was updated to include the 6+1 Traits of writing so it was visible at all times. TLI - continued support sessions for students in Level 2 and 4 during Terms 3 and 4. Use of Scriibi data to inform which students and skills.

In 2023 we completed our School Review and in term 4 2023 will develop a new Strategic Plan for the following four years to ensure that Sandy East continues to thrive and flourish for our students.

Community support has been our strength, of and as for all schools we are working on bringing this wonderful vibe back after the disruptions of the last two years. We have seen positive signs with the Welcome Picnics, Mother¿s and Father¿s Day breakfasts, Special Friends Day, as well as our coffee van every morning.

The FISO priority for our school is Building Practice Excellence; encompassing teaching and learning, with a focus for students to: Think...Imagine...Become...Please see the school website for further information about our wonderful school.

www.sandringhameast.vic.edu.au

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.

SC6  The capacity to work within the Sandringham East Primary School community and culture whilst supporting the Vision and Values of the school.

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.

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.

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.

Applicants seeking part-time employment are encouraged to apply for this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.

The Department of Education (the department) 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au

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

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

• 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

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.