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Music Teacher
3 months ago
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 organisation of co-curricula 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.
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 atThe successful applicant will work in close collaboration with another staff member who teaches music. They will form part of our Specialist/Support team at Preston West Primary School.
Please ensure that your application includes:
·A resume including relevant experience as well as personal details (name and contact numbers)
·A section addressing the selection criteria and the requirements for application under the Who May Apply section
·Names and contact details of three referees whom 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 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
Preston West Primary School is located on Murray Road Preston, in the City of Darebin. While located in a residential area, the school is in close proximity to the Preston Market and High Street shopping precinct. The main school building is a double storey brick building that was built in 1915. A gymnasium, built in 2010, also accommodates a music room and our Before and After School Care Service. The gymnasium has a surrounding landscaped garden and dry creek river bed. A double storey building, accommodating four classrooms was completed in 2013 and five new buildings were erected in 2016 for students in Grades 4-6. Two galleries were constructed in 2017/18 to establish the Grade 4 and Grade 5 learning communities. Preston West Primary School has a rich history of educational excellence. Serving the community for over 108 years, the school motto coined in 1915, `Duty First¿, is just as important in today's setting.
Our school encourages students to strive for excellence in all their endeavours. Our core purpose is to provide an inclusive and rigorous learning environment that challenges and engages children to grow as passionate learners. The school seeks to develop motivated, creative and independent learners who demonstrate strong social values and whose leadership, resilience and self-esteem is evident when interacting with the community. The school values are LEARN (Leadership, Excellence, Acceptance, Respect and Never Give Up).
Preston West Primary is a high performing school, placing great emphasis on academic outcomes. Our achievements are significantly above state benchmarks in all areas. We are extremely proud of our reputation for providing a comprehensive and challenging curriculum, academic excellence, valuable friendships and catering for each individual. Preston West Primary School is committed to improving the achievements of all students. This is achieved through the provision of a challenging academic program, based on the Victorian Curriculum whilst reflecting worldwide best practice for 21st century learners. Our purpose is to provide a safe, stimulating and supportive environment that develops all students to their full potential - academically, socially and personally. We instil in students a lifelong love of learning. Our strong academic focus is supported by a multitude of extra-curricular activities and programs that provide a well-rounded education. Programs offered include Physical Education, Visual Arts, Music, Italian, STEAM and Intervention/Support.
Preston West Primary is committed to embedding FISO , the HITS and DET initiatives into our everyday teaching and learning. Embedding these models underpin our focus and determination to improve teacher practice and in turn provide vital and successful learning opportunities for all our students. Teaching staff are highly focussed, with ongoing professional development, to implement best practise to achieve improved outcomes for our students through explicit Literacy and Numeracy teaching models, shared curriculum planning, coaching, Peer Observations, Professional Learning Communities (PLC) and SPA (Student Performance Analyser). Staff work collaboratively in their teams to document a challenging and differentiated curriculum.
Student enrolments overall have risen dramatically over the past decade, which accounts for the significant expansion of the school's facilities. However, we are now encountering a greater stabilisation of our student enrolments ¿ 671 in 2024. Our predicted enrolment for 2025 is 678 students. Currently the gender break down is 46% girls and 54% boys. The proportion of students with a Language Background Other Than English is 56%. The proportion of English as an Additional Language (EAL) students has risen from 113 students in 2016 to 228 in 2024. At risk students equates to of our students, refugees and less than are indigenous. Preston West Primary has an enrolment cap of 725 students. Based on the school¿s Student Family Occupation and Education Index, the socio-economic status of the student cohort is in the high range.
Our school currently has 56 equivalent full time staff: 3 Principal Class, 39 Teachers and 15 Educational Support staff. The Management Team in 2024 consists of the Principal, Assistant Principals, one Leading Teacher (Assessment/Reporting) and three Learning Specialists (Student Agency, eLearning and STEAM). The School Improvement Leadership Team (SILT) comprises of members of the Management Team and year level coordinators. The Consultation Committee includes representation from each teaching team. The results generated from the Staff Opinion Survey `School Climate¿ section since 2016, show Preston West Primary School staff above the state median for overall satisfaction positive responses in 2023. Comparatively in 2023, of parents were satisfied with school overall and of students felt connected to school.
Straight grades have operated across the school since 2014. In 2024 we have 29 grades (5 Preps and 4 grades at all other year levels). In 2024, the 29 classroom teachers are supported by nine specialist/support teachers.
Our school review was conducted in 2022. The goals of our 2022-2025 Strategic Plan include:
Goal 1: To maximise student learning growth in Literacy and Numeracy.
Targets: By 2025 the percentage of Year 5 students demonstrating high benchmark growth in NAPLAN Reading will increase from 19% (2021) to 30% (2025). By 2025 the percentage of matched cohort of Year 7 students attaining medium or high relative growth in NAPLAN Numeracy will increase from 63% (2021) to 75% (2025). By 2025 the percentage of Year 1 ¿ 6 students attaining above expected growth by Teacher Judgement in:
· Reading will increase from an average of 17% (2021) to 25% (2025).
· Number and Algebra from an average of 18% (2021) to 25% (2025)
· Measurement & Geometry from an average of 19% (2021) to 25% (2025)
· Statistics and Probability from an average of 18% (2021) to 25% (2025)
Key Improvement strategies: Enhance teacher data literacy to address the point of need of the students. Embed the consistent implementation of High Impact Teaching Strategies (HITS) across the curriculum. Embed whole school Professional Learning Communities (PLC) to effect high quality, responsive teaching and learning practices.
Goal 2: To enhance student voice and agency in their learning.
Targets: By 2025 the percentage of positive responses to the POS factor Student voice and agency will increase from 80% (2021) to 85% (2025). By 2025 the percentage of positive responses to the AtSS factors:
· Student voice and agency will increase from 73% (2021) to 85% (2025)
· Sense of confidence will increase from 73% (2021) to 85% (2025)
· Student voice and agency will increase from 81% (2021) to 85% (2025)
· Stimulated learning will increase from 82% (2021) to 85% (2025).
Key Improvement strategies: Build teacher knowledge and capacity to effectively use Student Voice and Agency in the learning environment. Create a culture where feedback is an integral part of teaching and learning. Build student capacity to set challenging learning goals and monitor learning growth in collaboration with their teachers.
Goal 3: To enhance student social and emotional wellbeing.
Targets: By 2025 the percentage of positive responses to the POS factor Student connectedness will increase from 89% (2021) to 93% (2025). By 2025 the percentage of positive responses to the AtSS factors:
· School connectedness will increase from 84% (2021) to 88% (2025)
· Emotional awareness and regulation will increase from 87% (2021) to 91% (2025)
· Sense of inclusion will increase from 89% (2021) to 93% (2025)
· Teacher concern will increase from 76% (2021) to 84% (2025).
Key Improvement Strategies: Develop and embed a whole school framework for student wellbeing. Build teacher capability to identify and respond to student health and wellbeing needs.
Our journey to ensure we are promoting the very best educational opportunities for all our students continues. Building on the rich history, we continue to work collaboratively with families, to create citizens that add great value to the Preston West community and beyond.
