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June

Classroom Teacher - Mossfiel Primary School

Private Company - State Mine Gully, NSW

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Source: uWorkin

JOB DESCRIPTION

Job Description

Job ID: 1228798
Location: Mossfiel Primary School
Department: Mossfiel Primary School
Role Type: Primary Teacher
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 06/22/2021

Other Information
Begin Date: 07/12/2021
End Date: 01/10/2022
Hours: 15.20
Contact Name: Paul Maisey
Phone: 9749 1227
School Website: mossfiel.ps@education.vic.gov.au

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 460 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.

  1. 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.
  2. 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.
  3. 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 four 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 bringing their own iPad to school. All classrooms have either an Interactive Whiteboards [IWBs] or Apple TVs.

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 understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

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 the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6 Demonstrated skills and knowledge of strategies and approaches to create and maintain a supportive and safe learning environment at Mossfiel Primary School.

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.

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 organization 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 classrooms 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.

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