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Form of workCaulfield Primary School provides an excellent bilingual education in a safe, supportive and inclusive environment. Our fantastic community, comprising students, staff and parents is a real strength of our school and we constantly get feedback about the positive ¿feel¿ in our school. We create exciting opportunities which foster a love of learning. Students are active and engaged learners who participate positively in school and community life.
The school¿s values are central to everyday life at Caulfield Primary. Our values are:
· Excellence ¿ Always striving to do your best
· Respect ¿ Think about how what you say and do affects other people
· Responsibility ¿ Be in charge of your own thinking and actions
· Honesty ¿ Be truthful to yourself and others
· Kindness ¿ Be helpful and caring of others
· Diversity ¿ Appreciate all people and their differences
Our school is located in Caulfield South and has a rich and lengthy history. The school comprises two main buildings, one being built in 1877 which is heritage listed and the other a two storey building built in the 1920s. In 2024 we will also have one 5 mod and one 10 mod relocatable buildings. With an enrolment of 304 students, the grade structure for 2024 is three Prep classes, four composite Year 1 and 2 classes, four composite Year 3 and 4 classes and three composite Year 5 and 6 classes alongside four specialist subjects.
The school has several unique qualities. Caulfield Primary School is bilingual, with the Victorian Curriculum delivered in English and Japanese. We are very proud of our school program and of the staff who all play a significant role in our school. Our English-speaking teachers deliver Literacy, The Humanities, Science, Technologies and the Capabilities, physical education and STEM, while our Japanese speaking teachers deliver Literacy, Numeracy, the Capabilities, Technologies, Performing Arts and Visual Arts. Each grade is co-taught by both an English and a Japanese teacher, with students completing 12 hours per week of their learning in Japanese.
Our heritage listed building also houses the Caulfield Primary School Early Childhood Centre. Both three and four-year-old kindergarten groups operate, with the 4-year-old groups having become Japanese bilingual in 2019. We also offer our students both before and after-school care programs, as well as holiday care.
Consistency in practice has been a priority during the growth in our school and this is now evident in all aspects of school life. This includes whole-school curriculum planning, implementation and assessment. Focus areas include Literacy, Numeracy, Student Voice, Agency and Leadership, Mental Health and Wellbeing, effective use of data to inform teaching, Leadership Capacity and Bilingual Education. The benefits of our whole school approaches are now being seen in consistently improving student learning data.
A School Strategic Plan is in place for 2022 ¿ 2025. A whole-school approach to professional learning and we employ staff with a view to building capacity and helping them grow. To complement our recent progress, we are seeking enthusiastic and committed staff who will actively involve themselves in the school¿s continuing growth and development.
Caulfield Primary School has a high level of parent involvement. There is a strong sense of community and parents contribute to many aspects of school life. We are seeking staff who value strong parent relationships and have well developed interpersonal skills.
SC1: Demonstrated understanding of initiatives in student learning including the Victorian Curriculum, and the capacity to implement curriculum programs consistent with them.
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 ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4: Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop strong relationships with students, parents and other staff.
SC5: Demonstrated commitment and capacity to actively contribute to a broad range of school activities, outside the classroom.
SC6: Demonstrated awareness of, and commitment to, the school¿s Japanese bilingual education.
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
Caulfield Primary School is seeking enthusiastic staff with highly developed interpersonal skills. This position is for a Classroom Teacher ¿ English.
Applicants must address all Key Selection Criteria including local KSC.
Please provide the names and contact details of up to three referees.
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.
