Classroom Teacher-Ongoing

Job Description

Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1462020 Location Profile Mossfiel PS is in the established area of Hoppers Crossing, 30 km west of Melbourne, surrounded by a rapidly growing residential development which is a designated growth area for Melbourne. The school has been proudly serving the local community since 1970. Our enrolment is around 390 students currently with a high mobility rate. We have a diverse school population with many social and cultural groups working and learning together well. We are a resilient, respectful community of learners. At Mossfiel Primary School, students are supported to achieve their personal best academically, socially and emotionally. Students are encouraged to become courteous, self-managing, resilient and independent students who have a sense of social responsibility and who are effectively prepared for life in an ever-changing world. We aim to set high expectations and “personal best” attitudes and recognise and acknowledge excellence in the wide range of school experiences. We support students’ Critical and Creative Thinking in the 21st century. We aim to foster resilience and respect in a dynamic learning environment that enriches and empowers each individual, in a safe and nurturing community. Our main aim in the early years is to establish foundation skills necessary for further learning. The development of literacy and numeracy skills is of prime importance. We expect that all children will establish, to the best of their ability, the skills essential for success. Professional Learning Communities have been developing since 2014 following the DuFour model. Our five Instructional leaders (Leading Teachers) of our PLCs ensure that the Mossfiel instructional framework and rigorous curriculum, pedagogy, assessment and reporting practices are consistently implemented. This is supported by developing teaching capacity to implement our instructional framework, through staff professional development, coaching, learning walks, peer observation and feedback, enhanced use of learning data to inform practice and collaborative planning to maximise consistency in curriculum design, implementation and assessment. The school has approximately 40% of EAL students including 8.4% from a refugee background mostly from Burma. Most of the students in our school are highly motivated to learn. The school includes 55% disadvantaged students who receive CSEF funding. Students are provided with a friendly structured learning environment that promotes Think Excellence, Think Respect, Think Resilience and Think Community. The development of appropriate social and emotional skills is also very important and we work effectively with our families to strengthen the children's social development implementing our Positive Behaviours approach and Social-Emotional Learning Curriculum. A mix of enthusiastic experienced and new teachers who operate in teams, supporting each other and effectively taking up school responsibilities and initiatives. Our school has a small band of committed parents who are involved in school activities including a twice weekly Breakfast program, Parents and Friends along with our School Council. We provide Literacy, Numeracy and EAL Intervention programs at every year level using Equity funding. We have a high level of access to technology, with students in all year levels being provided with either an iPad or notebook. All classrooms have either an Interactive Whiteboard (IWBs) or Apple TV. Our families are diverse with some of our parents and carers working and most available to come to our school to deliver and collect their children and to interact with our staff. Many families have pre-school age children and often come from a non-English speaking and/or refugee background. Our families are most supportive when the students are performing or at our Parent-Student-Teacher Conferences twice per year. All our classrooms and most specialist areas have permanent teaching spaces with no portable classrooms on site. They are all well-equipped and conducive to effective learning with all spaces heated and some air-conditioned. Our grounds are well established with attractive gardens, play equipment and an artificially turfed oval. We have dedicated learning spaces for Visual and Performing Arts, Italian Language, full size gym, eLearning Centre, and Outside School-hours Care. Selection Criteria 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. Role 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. Responsibilities 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. Who May Apply 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. EEO AND OHS Commitment 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. Child Safe Standards 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. #J-18808-Ljbffr