Classroom Teacher - Wimba Primary School (New School 2024)

Our school

The Victorian Government committed to delivering 100 New schools between 2019 and 2026.  This commitment includes the new Wimba Primary School opening in 2024.

Wimba Primary School will open on day one of Term 1 in 2024.  The school will have a built capacity of 525 students when complete.
 

Located between Tarneit and Mount Cottrell and positioned within the Wyndham City growth corridor, Wimba Primary School learning spaces offer state of the art, science and technology facilities, equipped to meet the learning needs of 21st century teachers and students. The school boasts exemplary indoor learning spaces that flow seamlessly out to vibrant outdoor learning environments. Equipped with two full sized outdoor basketball courts, a soccer field, a multipurpose gymnasium and multiple outdoor play spaces, Wimba Primary School leads in innovation and design.

Vision
 

Wimba Primary Schools vision is to develop a connected, inspirational, and supported learning community in a dynamic and stimulating environment where children achieve their potential and become confident and contributing citizens.

Mission
 

Wimba Primary Schools mission is to cultivate excellence in every student through high quality, research informed teaching and learning.

We aim to:

• prioritise developing skills and building capacity in Literacy and Numeracy to ensure that each child has every opportunity to achieve their greatest potential.
• work together as a Professional Learning Community to purposely maintain a relentless focus on continuous improvement of teaching and learning so that our students are curious, immersed, inspired, and engaged in learning that encourages them to thrive and develop emotionally, socially, and academically throughout their school years with us.
• develop responsible and engaged learners with high levels of pride and commitment to our school.
• provide a curriculum that is rich and relevant, and research informed that allows all students to succeed.
• continually generate evidence (data) to ensure the initiatives and programs implemented at the school are yielding positive results.
• develop supportive, positive, and genuine partnerships with our local community so we are partners in learning.
• prioritise positive relationships between staff and students, recognising the fundamental role this plays in building and sustaining student wellbeing.
• develop a climate for learning that supports an appreciation of diverse cultures and supports children to deepen their understanding of, and respect for, differences through respectful curiosity and their friendships with other children.
• have high and consistent expectations of all staff, students, parents, and carers.

 Values
 

Wimba Primary Schools values are excellence, community, happiness, and integrity.

Excellence - We strive to do our best and to continually improve in our learning and our work.

Community - We respect the rights of others, celebrate our diversity, and contribute to building an inclusive and thriving school and community.

Happiness - We value the happiness or all those that play a part of our school community.

Integrity - We are honest, open, trustworthy, and ethical.

Our approach to instruction
 

Teachers at Wimba Primary School are committed to explicit and responsive instruction. Our approach to instruction across the school is flexible but is underpinned by these guiding principles:

• We establish the conditions for learning. Every child has the right to learn in a calm and ordered learning environment. We establish clear routines to minimise disruption and maximise instructional time including, SWPBS.
   
• We build knowledge and secure success. We teach a knowledge-rich curriculum and equip all students with the solid foundations of literacy and numeracy.
   
• Our school is dedicated to the evidence-based pedagogy, and we explicitly teach the elements of phonemic awareness, phonics, vocabulary, fluency, comprehension and handwriting. Planned and sequenced lessons; clear and detailed instructions and modelling; and frequent and systematic monitoring of student progress and feedback to students is part of our daily teaching and learning.

If you require further information about the role, please contact Paul Schwartz on 0459 882 ***. or *************@education.vic.gov.au 

 Important information to all applicants:

Applications should be submitted as PDF with your cover letter / CV and KSC responses contained in the one document.

Please ensure you include the details of 3 referees within your application.

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.

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).

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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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.