AUSLAN Teacher

Role

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.

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. It is our policy to provide reasonable adjustments for persons with a disability (see ).

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

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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

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. Information on the department values is available at:

Other Information

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

Please ensure that your application includes:

A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

VIT LANTITE

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.

Location Profile

Ardeer Primary School is a small metropolitan primary school with a current student enrolment number of approximately 133 students. The school was established in 1961 and is located in the heart of the small community of Ardeer. Set on a large suburban block with grassed open spaces, large inclusive playground, school oval, Covered Outdoor Learning Area (COLA), basketball courts, synthetic racetrack, and attractive gardens.

 Given our relatively small student population, we offer a very personalised learning experience for our students. We pride ourselves on being a school that knows and caters to the needs of our school community and students extremely well and offer a highly personalised learning experience that many larger schools simply cannot offer.

 We pride ourselves in our ability to create a school environment that is safe, orderly and where high levels of student engagement and effective learning will ensue.

 We are committed to the achievement of excellence in all endeavours, setting high aspirational goals for our staff, students, and community alike.

 Ardeer Primary School remains focused to the three big ideas of a Professional Learning Community:

¿ A focus on improving learning outcomes in Literacy and Numeracy - our fundamental purpose is to ensure that all students learn at high levels.

¿ The development and nurturing of a collaborative culture - we work collaboratively to meet the needs of staff, students and our community.

¿ Results Orientation - we use student data, evidence and results to know if students are learning and respond to their needs.

¿ The implementation of consistent practices focused on empowering learners who are actively engaged in and connected to their learning.

 All students are supported to become active, independent learners provided with the skills to strive both within an individual and collaborative learning environment. We ensure our students develop increasing responsibility for their learning as they progress throughout their years at school. Frequent opportunities are enacted in the promotion of student voice, agency, and leadership both within and out of the classrooms. This includes through our Student Voice Team.

 We have a committed staff and pride ourselves on the wonderful school climate that we create in which all students thrive. Students always remain at the centre of our daily work. We maintain an unrelenting pursuit in the delivery of the highest academic and wellbeing outcomes for every student, every day.

 We create a professional working environment focused on the pursuit of practice excellence and we value the importance of frequent collaborative opportunities to build staff capacity. All staff members at Ardeer Primary School actively work to develop their professional capacity to provide the best possible educational and wellbeing outcomes for our students. We have developed a consistent and coherent whole school approach to the teaching of English and Mathematics. Staff are committed to continually developing their practice and this is achieved through the support of external professional learning opportunities and internal coaching focused on building staff capacity.

 The school has a strong commitment to providing a curriculum which is both supportive of the needs of individual students and one that challenges students to achieve their best. The school is committed to strengthening student achievement across all curriculum areas with a major focus on the curriculum areas of English and Mathematics. We also provide many different learning opportunities that cater to the whole learner. The school offers specialist programs in PE, Library, Music, Art and AUSLAN.

 We implement the whole-school framework School-wide Positive Behaviour Support (SWPBS). It provides a research-based approach to promote positive behaviour at our school. The SWPBS approach has been developed from evidence and data, demonstrating the most effective ways to prevent and respond to major and minor behaviours, improve school culture and increase academic performance.

At Ardeer Primary School, staff, students and families work together to build positive learning environments. Our school values are Respect, Responsibility and Safety. Our teachers explicitly teach these behavioural expectations in line with our Behaviour Matrix and the Victorian Curriculum.

 We recruit for culture and seek to employ staff that are:

-Committed to ongoing professional development

-Reflective

-Collaborative

We thank you for your interest in our school and very much value the skills and experiences that you would bring to this role.

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