Japanese Classroom Teacher

Wodonga Primary School is located in North East Victoria on the New South Wales border and is a member of the Wodonga Federation of Government Schools.  We currently have an enrolment of 875 students from Foundation to Year 6.  We have over 72 teaching and non-teaching staff.  Wodonga Primary is a proud Visible Learning school with staff, students and parents embracing the high effect elements of teaching and learning.  Education at Wodonga Primary School strives to Engage Learning and Expand Minds. Our school community believes that by providing a stimulating and engaging culture, we foster inquisitive learning and generate a 'desire to learn' in all stakeholders.

  There are five vision principles that guide our learning focus:

• Collaboration – working together to achieve more
• Challenge – high expectations and ambition to achieve
• Curiosity – wondering about the world and seeking to discover
• Community – a sense of belonging, commitment and shared responsibility
• Culture – shared vision to achieve success

A school day at Wodonga Primary school is a dynamic learning experience for all students. Our flexible learning spaces enable students to learn in a wide variety of situations. Through a systemic instructional model, students learn from each other and build independence and collaborative behaviours. Students are challenged to expand their minds in learning and to be aware of their learning progress. Teachers are challenged and supported to be the best teacher they can be through the guidance of a year level Learning specialist.  Classes are structured into year level groups with students using our learning pods interactively in a multitude of ways. Learning continues in specialist areas of Art, Physical Education, Music, STEM, Languages (Japanese) and Computer Studies.

Keeping learning visible supports the development of our learning culture. Students use the five learner qualities of: Connect, Question, Persist, Reflect and Self-Aware to monitor their learning and to approach challenges with confidence. Our school promotes strong social and emotional skills which are vital for the development of a positive climate for learning.  Staff engage in a range of community events to build strong partnerships between home and school. We have an Educational Support dog, called Barkley who is pivotal in engaging students, providing much needed support to students who are in need. Our focus on Wellbeing is enhanced through our large Wellbeing team which consists of an Engagement Support leader, Welfare leader, Psychologist and Guidance counsellor.

Applicants should be aware that Wodonga Primary School values a collaborative teaching and learning culture which is supported by dynamic teachers. Professional Learning Communities (PLC) drive our collaborative practices, with a consistent focus on implementing PLC Inquiry Cycles. It is the school’s expectation that teachers regularly embrace change of year levels across the school and consider specialist role to continually develop an environment of strong healthy teams.

Building Practise Excellence through professional dialogue and discussion is valued in our school with staff encouraged to participate in a range of forums to share their expertise and teaching philosophies.  Staff reflect upon their teaching practice and continue to strive to provide an enjoyable, engaging and relevant learning environment for all students.  Collaborative planning is expected to support teachers and to enhance curriculum delivery.  Teachers aim to provide a structured curriculum that enables all students to experience success as well as being challenged to extend their thinking and understandings.  Student progress and development is reported to parents via Compass. Wodonga Primary commenced a new Strategic Plan in 2018 with priorities in Maths / Reading and Intellectual Engagement/ Self Awareness.

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.

SC6    Demonstrate a capacity to plan for, implement and assess a Languages (Japanese) program across all year levels of the school.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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

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.

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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.