Classroom Teacher

Drouin Primary School, first established in 1877, is situated on Princes Way, the main thoroughfare of the Gippsland town of Drouin, approximately 100 kilometers to the east of Melbourne and is a community focal point.

The school is housed in a number of buildings comprising the historic National Trust building which includes the administration area and staff room. Our 28 classrooms, Art Room, Music Room, Library and Withdrawal areas are located in modern new, state of the art buildings 7 Mod 5 buildings and  Mod 10 building. Each building also has shared learning areas and interview rooms allowing opportunities for many and varied learning experiences for our children. Strong community support resulted in the addition of our school hall that provides an excellent resource for whole school events, performances, indoor sports and cultural activities. It also includes a school canteen and provides a venue for wider community forums and activities.

The school enjoys a large grassed playing area, several sets of play equipment including areas for both active and passive activities along with a central courtyard which has multi marking for various games.  The courtyard creates a great area for children from all age groups to meet and play together.

The school serves a diverse community, representing a range of socio-economic backgrounds. The majority of the students come from the local town and its immediate rural surrounds with a large proportion being driven, some traveling by bus, and some walk to school. Being within reach of the Melbourne metropolitan area several parents commute daily for employment.

Enrolments have grown to around 620. Drouin Primary School has an SFO of 0.4781, a group characterized by high numbers of families receiving Camps Sports and Excursion Fund and very low numbers of families with non- English speaking background.

Specialist programs offered at Drouin include Visual Arts, Physical Education,  STEM, Instrumental Music and lunchtime whole school activities. Maths and Literacy intervention and support is a feature of our school supporting all children¿s individualised needs.

The staff prides itself on its enthusiasm and responsiveness to student needs in Literacy and Mathematics and in welfare issues. The staffing profile includes the Principal, Assistant Principal and 31 Classroom Teachers. Other staffing also includes 1 literacy specialist, 1 disability and Inclusion specialist, 0.4 curriculum specialist, 0.4 Maths specialist, 3 tutors, a Visual Arts teacher, a PE teacher, 0.3 health teacher and an Instrumental Music Teacher. Additional support is provided in the area of student wellbeing from 2 x .6 welfare support teacher plus a welfare officer who visits four days per week. School Support Officers include a 0.8 Business Manager, 2 x Administration Assistants, a 0.4 Library Technician and 30 teaching aides that assist in classrooms and support students within PSD.

Currently there are 28 classes, including five Prep classes, four classes of grade 1, 2, 3 & 4, three grade 5 classes, and four classes of grade 6. A staff team culture is growing underpinned by a very strong focus on ongoing professional learning across the entire school together building a collective approach to good practice in teaching and learning.

Parents support the school in a number of ways. An active School Council is a feature of the school and support financial and resource management, buildings and grounds, and fundraising. Parents also assist in the classroom programs, the Perceptual Motor Program (PMP), sports days and excursions. Open, two-way communication is encouraged as a base for strong community involvement and respectful relationships for all.

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.

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 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 *******@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.