Classroom Teacher - Lote Italian/Cultural Immersion Program

Tucker Road Bentleigh Primary School was established in 1954 and has a tradition of providing a high quality, inclusive, caring school environment. The school enrolment at the beginning of 2024 there is 402 students. Tucker Road Bentleigh Primary School has very spacious and well-presented grounds and offers excellent facilities for our children to enjoy. Three adventure playgrounds, an oval and a quieter courtyard area cater for the extensive recreational needs of all children. Lunch time clubs allow students the opportunity to balance their outdoor play with some structured activities, which include Technology Shed, Chess, Library, Italian, Lego, and Drama clubs. We have many students attending instrumental music lessons offered throughout the week through a user-pay system. We have a school band and a choir from year 3-6.

The School Council and sub committees place great importance on maintaining and further developing the school facilities. We have a netball sized gymnasium that was completed in 2018. This is used for Physical Education and Sport opportunities. The BER (Building Education Revolution) centre, now known as the SOL centre, was built from Federal Government funding (2011) and provides six classrooms, offices, and an open learning space where currently the year 5 and 6 classes are working. This shared learning space provides an opportunity for staff and children to work together and learn from and with each other, in a collaborative learning environment. It balances the need for class focused learning with teachers in single classrooms with open learning inquiry opportunities, where the students and staff can collaborate to complete various curriculum activities throughout the week. We have six double portables, which provides classrooms for the year 1 and 2s. A central facility was built in 1999, which has seven classrooms (years 3 and 4), a central refurbished Library with courtyard garden, plus LOTE (Italian), Art and Music classrooms. There is a separate facility called `Rainbow House¿ where students attend the Out of School Hours Program, we have a new partnership with the OHSC provider `TheirCare¿ (2022). The school has just completed a Victorian Schools Building Project funded by the state government. This project produced a new Administration building with a warm and colourful central foyer and reception desk, a staffroom, staff resource room and a variety of offices and meeting rooms. There is also a new separate purpose-built early year¿s centre, which has four classrooms plus a shared central learning space, small amphitheater, staff workspace, student toilets and a wet area. These buildings were opened in early 2022, and currently the Prep children are enjoying this new learning centre. Newly created garden beds around the new buildings, allow for further landscaping development into the future.

Strong leadership from the Principal, School Improvement Team, School Council, Staff, Parents/Carers and Friends Association and the Student Representative Council work in unison to provide a nurturing, caring and positive school culture that promotes a growth mindset for improving educational opportunities and outcomes for all students. Learning and teaching is viewed as an active partnership between children, parents, carers, and the school staff. A safe, supportive, and inclusive educational environment, coupled with a positive attitude to learning and a commitment to our school values, are key components of our school culture. Effective policies, programs and classroom routines also provide clear expectations of behaviours and school direction that cultivates a respectful and successful learning environment. The Restorative Practices and Respectful Relationships initiative are embedded across the school to promote and model problem solving, respect, inclusion, and equality to support children in building healthy relationships, resilience, and confidence. We look forward to welcoming your child into the TRBPS community.

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   Demonstrate your ability to implement a successful LOTE program in Italian including a Language Teaching Method accreditation, an intention to complete this qualification or ability to implement a cultural Immersion program.

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 (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

• 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.