Classroom Teacher Range 2

Eastwood Primary School and Deaf Facility, in partnership with its community, seeks to optimise the potential of each individual and promote a friendly, safe and healthy school environment.  We aim to extend knowledge, challenge thinking, provide choice and ignite passions. The Facility for Deaf and Hard of Hearing students, services the surrounding districts. Deaf students are integrated with additional support provided by Teachers of the Deaf. The school was opened in 1953 in quiet surroundings in Ringwood East in the City of Maroondah.The 597 students are mostly from the local area with the Facility for Deaf and Hard of Hearing students servicing the surrounding districts. A new rebuild has delivered state of the art, contemporary, open learning spaces in three interconnected learning pods. The school's motto `Enthusiasm Precedes Success' empowers individuals and teams to develop a sense of connectedness, purpose and zest for learning. We seek to build self-confidence, self - esteem and resilience for our students to approach life experiences, opportunities and challenges with self-assurance and energy.

At Eastwood Primary, teaching practice and curriculum planning begin with the understanding that all students can learn and succeed.

Teaching and learning at Eastwood Primary includes:

·       multi-age groups across the school

·       students building on existing knowledge and skills.

·       staff articulating learning intentions for lessons and developing learning programs to achieve this
differentiation of content, process and products to enable all students to achieve their potential
the pursuit of excellence.

·       the acquisition of thinking, problem solving and decision-making skills

·       celebration of improvement, achievement and success

·       developing self-esteem, self-discipline and an understanding of the rights of others
developing self-confidence, and a preparedness to persist, respond to change and take up
opportunities.

·       developing pride and respect for the environment

·       using teaching approaches, strategies and assessments that are comprehensively planned by.

·       teams using Victorian Curriculum to maximise student learning.

·       providing Individual Learning Plans for students with additional needs

·       integrating deaf and hard of hearing students into classes with hearing peers and supported
by Teachers of the Deaf

·       providing specialist programs in Performing Arts, Physical Education, Visual Arts and LOTE ¿ Auslan

·       communicating student learning to parents using three-way conferences, portfolios, two written
reports and student support meetings

·       integrating ICT across the curriculum using a variety of interactive devices

At Eastwood we have a clearly articulated Student Wellbeing practice which is documented in the
Eastwood Primary School Engagement and Wellbeing Policy. Our approach is based on researched
best practice and focuses on the whole school, small groups of children and individual students.

SC1      Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2      Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.   

SC3      Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Range 2Classroom 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 2Classroom 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.

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

• 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.