Classroom Teacher Range 2

Carnegie Primary School is located in the City of Glen Eira in the South Eastern suburbs, approximately 15 kilometres from the Melbourne Central Business District. The school was founded in 1888. Carnegie Primary School 2024 enrolments are approx.590 students with 32% having English as an additional language. We have 26 classes. Our motto of Welcoming, Engaging, Achieving is at the forefront of all we do every day at CPS. `Respect¿ is the overarching value we focus on. Respecting oneself as a learner and as a unique individual, respecting others and respecting our environment at CPS and beyond the school gate. We are committed to the development of whole-school effective teaching and learning practices and conduct programs and activities that meet the highest expectations of student wellbeing and connectedness to school, to best support the children in our care. Our vision is to provide an engaging, supportive and inclusive learning environment where children can interact positively in a safe, respectful and cooperative atmosphere. We want to challenge students to be reflective, independent and life-long learners. While we celebrate our students' academic achievements, all our staff are committed to conducting programs and activities that meet the very highest expectations of student wellbeing and promote a connectedness to school. A priority is to continue to develop a whole school vision for contemporary pedagogy, focusing on personalised and scaffolded teaching and learning which is evident and consistent across the school. The 2024 staffing profile of Carnegie Primary School includes a Principal, Assistant Principal, 2 x Learning Specialists and 1 x Leading Teacher, 33 classroom and specialist teachers;12 Education Support staff (8 x classroom support and  3 x Office administration). We did not have any identifying Aboriginal or Torres Strait Islander staff or students. Carnegie staff are dedicated, professional and committed to working collaboratively to ensure optimal teaching and learning opportunities for the students. The school provides a Foundation to Year 6 learning program based on the Victorian Curriculum, which is differentiated to meet student needs. Specialist programs are offered for students in Physical Education, the Arts, Music, ICT/Digital Technologies and Japanese.

Our commitment to maintaining high expectations of performance in all KLA's, but particularly literacy and numeracy, remains our focus. Our teachers plan collaboratively and teach closely together. Our aim is always to ensure the learning is personalised and catered for individuals at their point of need. We have implemented our High Achievers program in the upper school and will continue to expand this. Students funded under the PSD program are well supported by staff and Education Support Officers. Individual Learning Plans are written for all students performing 12 months below level and are implemented and reviewed in partnership with families and SSG meetings take place on a regular basis. Our staffing is currently determined to enable lower student teacher ratios during key learning times, particularly during literacy and numeracy lessons.

At Carnegie Primary School we cater well for our students by providing differentiated instruction based on assessment and knowing our students. Teachers from across all year levels recently participated in a series of professional development sessions to improve their Data Literacy skills. This supported teams in the analysis and use of assessment as well as fueling discussions around the quality of assessments used at CPS. We are proud of our efforts to implement Teaching and learning Sprints as a framework for our PLC improvement cycles. 

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

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.