AddressWe are seeking a dynamic and innovative educator who wants to work as part of our successful and professional learning community as we strive to enhance the outstanding learning environment at Williamstown Primary School.
Established in 1873, Williamstown Primary School is one of the oldest schools in the state and holds strong historical significance for the community. The student population, of approximately 500, is mainly from an English-speaking background although twenty per cent of the students have at least one parent from a non-English speaking country and in recent years, the number of families from non-English speaking backgrounds has risen slightly.
The school enjoys strong community support and significant parent involvement. Community expectations are high. The majority of the school population is drawn from the immediate vicinity and student mobility is low. While the school has a relatively high socio-economic status it also has a considerable number of families from significantly socio-economically disadvantaged backgrounds. We value this diversity.
Our school has a strong focus on learning. We are committed to the development of our teaching staff with professional learning programs offered in a range of areas including student achievement, wellbeing and engagement and leadership. At Williamstown you will be part of a vital, stimulating and challenging learning environment. We place considerable emphasis on the building of strong, professional relationships and developing the capacity of all teams within our professional learning community. We value the expertise and experience all staff members bring to our school. The staffing profile is relatively stable, although in recent years, we have welcomed a considerable number of new staff of varying experience.
Our school implements a rich, well-planned and relevant curriculum with a strong emphasis on core subjects and integrated units of work in alignment with the Victorian F-10 curriculum. In literacy and numeracy the school typically outperforms state means and is highly competitive when measured against schools with a similar SFOE (student, family occupation, education index).
All learning programs have a strong eLearning component as iPads are used throughout the school, with students in Years 3-6 working within a 1:1 iPad program, promoting more personalised learning. Our broad learning program for all students includes the specialist learning areas of Music, Physical Education and Art. Additional programs including Levelled Literacy Intervention, Mathematics extension and extensive digital learning opportunities are also provided. A wide range of extra-curricular opportunities in many areas are a feature of our school. Collectively, our staff works hard to ensure that rich and engaging opportunities are afforded to every child within this challenging learning environment. In the area of Music and Performance, bands and choirs, as well as assembly performances and concerts are highly valued by the students and broader community. Our community has recently reviewed the school¿s Language program. It was determined that from the commencement of the 2018 school year, our school¿s curriculum provision will include the learning of French language and culture.
We have common foci of the development of positive social and emotional skills through the Willy Kids Are Friendly Kids program which is paramount to all that we do. The program aims to promote a happy, friendly and resilient outlook in all students as well as a strong sense of identity, community and achievement. The values reflected through the Willy Kids program are an essential part of the school¿s ethos and underpin our approach to all our practices from relationship building to parent participation and curriculum delivery.
Our school¿s shared beliefs, purpose, vision and values are articulated in our ¿Values, Beliefs and Successful Teaching Practices¿ booklet. The successful candidate will demonstrate a strong commitment to our ethos as well as a Growth Mindset in order for us to ensure the continued success of our school in the coming years.
We welcome your interest in our school and its 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.
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
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.
