Classroom Teacher

Surrounded by the beautiful bayside wetlands, Aspendale Gardens Primary School is a large primary school in the South Eastern Victorian Region (SEVR). In 2024 the enrolment is approximately 605 students.  The multi-cultural nature of the school is a great asset, enriching the educational experiences of all students.

The school is located on spacious well maintained grounds with 31 classrooms along with two Art rooms, Library, Information Technology area, two Performing Arts rooms, a gymnasium with full sized indoor basketball court, Friendship room, Kitchen/Dining room and two Language Other Than English (LOTE) - Mandarin rooms.  The school grounds are extensive and contain two junior and one senior playground, sandpit and large open playing field.  An outstanding aspect of the school is the vegetable garden which is extensive. The Kitchen Garden program employs a Horticultural Specialist and a Food Technician, that educates students on the value of growing, harvesting and cooking their own produce. There are also quiet areas scattered throughout the courtyard and surrounds. The Before and After School Care program has its own designated area. 

Aspendale Gardens PS staff are dedicated and committed to developing a learning environment which maximises the overall educational needs of students.  The school encourages team planning and shared experiences across year levels.  There are team leaders at each year level who monitor the International Baccalaureate PYP approach to our teaching and learning program. Specialist teaching is provided in Performing Arts, Visual Arts, Physical Education which included the Perceptual Motor Program (PMP) for Foundation and Year 1 students and our Language Other Than English (LOTE) taught is Chinese Mandarin

Teams take on the leadership of special events including the bi-annual carnival and whole school production, Science Fair and Art Expo.  The school regularly supports charities and events to provide learning and understanding of the wide world around us along with our local community.  We also assist a school and orphanage in Cambodia with annual fundraising events.  The school enjoys a fruitful relationship with its sister school in Nanjing, China where students participate annually in an exchange program.  Aspendale Gardens PS has recently formed a second sister school relationship with Yangzhou Yucai Primary School.  Students, teachers and the wider community are enriched by these cultural experiences.

Aspendale Gardens PS participates in the Marine Ambassadors Program which engages the school community in Marine Education and Conservation. Our extensive Leadership Program provides opportunities for many senior students to take on a variety of roles. We have two Student Representative Councils, a Senior and a Junior, with each consisting of 16 students being elected.

Students are able to receive one on one or group music tuition in the areas of singing, violin, keyboard, guitar and drums. All students have the opportunity to participate in an intensive swimming program and a broad excursion/incursion and school camping program (Yr 3-6). There are many and varied lunchtime acivities including chess, drama, dance, French, choir and robotics.

The school has a very active parent community.  Many parents support the school through involvement in classroom programs, fundraising, sports activities, camps and excursions, kitchen/garden and numerous other activities.

The school has a Bring Your Own Device (BYOD) program, being iPads in Years 4¿Year 6.  The use of Interactive Whiteboards in all classrooms, iPads whenever possible, and the IT area, allows students to access information at all times.  The school has upgraded its Information and Communication Technology (ICT) infrastructure which makes our school first class in this area. All classes are straight grades aligned with the Victorian Curriculum.  Aspendale Gardens PS is an accredited International Baccalaureate Primary Years Programme school.  

Student Wellbeing is an important focus and all staff are trained in Restorative Practices.  The school values are aligned with the IB PYP attitudes which are  Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Enthusiasm, Independence, Integrity, Tolerance and we have added Resilience. Additional literacy support is offered when required via our PALS (Providing Additional Literacy Support) program, Mathletes is offered for the highly talented Mathematics students and a number of other support and extension programs are available. 

The school aims to provide a teaching and learning program of the highest quality.  A positive approach to student management and the development of positive relationships within the school community is a critical part of its philosophy.

A whole school approach to collaborative decision making is our approach which enables Empowering Broad-Based Action (Kotter, 1996, p.21). The responsibility for pedagogical leadership within the school is a shared responsibility. A student-centred approach to teaching and learning is adopted, with all staff following the PYP learning cycle and student self-reporting. Students engage in rich conversations about the Units of Inquiry, as evidenced by the quality and diversity of the work students produce.

A major highlight at Aspendale Gardens PS is the positive school culture. The students, staff and parents enjoy coming to school and make a very positive difference to everyone they interact with throughout the day.

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 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• 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.