AddressWhy South Melbourne Park Primary School? We are a forward-thinking group of educators, who keep kids at the heart of our decisions and work collaboratively to build our professional knowledge in evidence-based best practice. We¿re looking for teachers who love learning about evidence-based best practice, and who thrive when working in a professional learning team. This is an outstanding opportunity for the successful applicant to join our incredible staff, in our endeavour to develop highly curious, critical and creative learners.
The position is for 2 days, Mondays & Tuesdays
South Melbourne Park is a new state of the art school that opened its doors at the beginning of 2019. Current enrolments sit at 366. Located in Albert Park Reserve, the new school offers modern learning facilities in a unique heritage setting, surrounded by parkland and one of Melbourne¿s leading sports precincts. The historic Albert Park Signal Depot and Drill Hall buildings have been beautifully repurposed as classroom and specialist spaces, along with a central library. They sit alongside a new contemporary learning block, designed for 21st century teaching methods, and a gym with a competition-grade netball and basketball court.
Teaching and pedagogy inside the learning precincts reflects research-based best practice with staff collaborating in professional learning communities. The learning philosophy for South Melbourne Park is that of a Thinking Culture underpinned by the vision to `inspire a new generation of curious minds¿. We employ Reading and Writing models that focus on Explicit Teaching and Differentiation, with an emphasis on the foundational skills that lead to proficiency. Numeracy is taught through the Launch, Explore, Summarise model and balances an inquiry approach with Explicit Teaching. We also use a Design Thinking Framework (Launch Cycle) for our Curiosity units. South Melbourne Park aspires to be a place where children love to be. Every Friday is Passion Day where students explore, wonder, create and innovate while following their passions.
CULTURAL VALUES:
KIDS AT THE HEART - We are here for the students
WHERE CHILDREN LOVE TO BE - We nurture joy in learning
A STEP AHEAD ¿ We raise the bar to inspire each other
PLAY, AS A TEAM ¿ We collaborate and thrive together
LEARNING DOESN¿T JUST HAPPEN AT SCHOOL ¿ We connect with our community and beyond
Additional Notes:
Please include the phone numbers of three referees that have directly worked with you.
Please ensure you list your most recent place of employment in your resume and that one of your referees is your most recent direct manager.
The school is accessible by public transport. All day paid parking is available at the back of the school.
Our recruitment process has two stages:
Stage 1 includes an interview for those shortlisted
Stage 2 includes an observation of practice at SMPPS, for those who are successful at stage 1.
Please consider the nature of our educational setting when responding to these criteria, namely, our vision a place that inspires a new generation of curious minds, our philosophy of practice and behaviours inside professional learning communities, our focus on data for improvement, our use of flexible learning spaces and the need to provide educational support and challenge for all students.
Each applicant must address the below selection criteria:
KSC1
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.
KSC2
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.
KSC3
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.
KSC4
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.
KSC5
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.
KSC 6
Demonstrated capacity to understand the essential elements of, and implement, a high-quality ART program.
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.
GENERAL RESPONSIBILITIES
The core role of Classroom Teacher may include but is not limited to:
Monitoring, evaluating and reporting student progress in key learning areas
Implementing strategies to achieve targets related to student learning outcomes
Maintaining records of class attendance and recording student progress
Implementing effective student management consistent with the School charter
Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
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
Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
Undertaking other non-teaching supervisory duties
Supervising a range of student activities including support and welfare programs
Contributing to a range of co-curricular programs
Undertaking other classroom teaching related and organisational duties as determined by the School Principal
SPECIFIC CLASSROOM ROLE:
Teamwork is at the heart of everything we do at South Melbourne Park Primary School
A positive disposition is necessary at all times, as the base behaviour of all professionals
Consideration should be given to the Integrated Learning Spaces inherent in the design of the school as our pedagogy needs to interact with space and team to achieve the best outcome for students and professional peers
Due to the nature of the school design, practice will continually be `on display¿ so cycles of feedback and support for peers will be inherent in the role
Professional Learning Communities and collaboration are at the heart of everything we do as a School with high expectations of professional behaviours and feedback cycles which promote continuous improvement
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
- 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.
