Primary Classroom Teacher in Avoca

Avoca Primary School is set in the rural township of Avoca, at the intersection of the Pyrenees and Sunraysia Highways, approximately 70 kilometres from the nearest regional city of Ballarat. The town's population is approximately 1500. Over the past few years, industry and private enterprise in the township and surrounding area has declined, which has encouraged some families to move from Avoca in search of employment. The growing wine and tourism industries provide seasonal employment for many families.

Avoca Primary School has a current enrolment of 100 students who are drawn from the township and surrounding areas, with the majority of students travelling to school by private car. A school bus service is available to those students who live outside the town boundaries. Prior to attending Avoca Primary School, the majority of students attend the local kindergarten, and graduating students from Avoca attend secondary school in Maryborough, approximately 25 kilometres to the east.

Demographics

Over the past three years, Avoca Primary School enrolments have remained steady around 100 students. It is likely to remain between 100-110 students for the next few years. There are a similar number of boys and girls at each year level and a limited number of students who come from non-English speaking backgrounds. The proportion of families in receipt of the Education Maintenance Allowance is about 50%.

Staff

Current school staffing includes the Principal, five classroom teachers, two specialist staff (AUSLAN, Music, Art and Science), a School Services Officer (admin), an SSO who oversees the STAP Speech program and 5 part-time integration aides. The staff are working exceptionally well as a team and support each other professionally and personally. There is a good mix of experienced and beginning teachers.

Significant features of the school

Avoca Primary School consists of a main building which is Heritage Victoria listed and houses two classrooms, the administration area and the staff room. A BER building that houses four classrooms. The buildings surround a courtyard, in which weekly assemblies, school BBQs and simple performances are held. The oval, two playgrounds, sandpit, basketball court, bat tennis courts and a quiet area make up the remainder of the playground. Many favourable comments from visitors are received regarding our beautiful buildings and grounds and the general atmosphere of welcome, inclusion and cheerfulness at our school.

In organising the curriculum, teachers work and plan regularly together. Specialist instruction is given in the areas of Music and AUSLAN. To complement the key learning areas, Avoca Primary School also provides students with additional experiences through an extensive camping and excursions program, Literature Groups, and an extensive sporting program including swimming and athletics. The level of parent support is heartening, with parents helping regularly in the classroom, on School Council and assisting on camps and excursions. The Parents’ and Friends’ Club has a small band of enthusiastic parents who coordinate fundraising.

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.

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.

• 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-curricular activities.

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD).

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.

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.

DE Values

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.

Other Information

No job description available.

Conditions of Employment

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.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching;
• If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority;
• A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.