Specialist Visual Arts Teacher

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

IMPORTANT : When uploading your application, please ensure you upload it as one document that includes your cover letter (optional), resume/CV and your responses to the key selection criteria. Please save the file with your first and last name.

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

Barrawang Primary School is an exciting new school located in Wollert that opened in January 2023.

Barrawang Primary School is a supported inclusion school, which is a mainstream school with additional professional capabilities and facilities designed to cater for a higher than usual proportion of students with a disability.

Our school prides itself on our commitment towards inclusive education and an undertaking to provide differentiated learning programs, which are designed to cater to each individual child¿s point of need. Our school philosophy is based on the belief that all students have the ability to achieve their full potential within a culture of collaboration, shared responsibility and high expectations.

Vision

Barrawang Primary School¿s vision is to ensure that our students are at the centre of everything that we do. Together we create a learning community that values diversity, inclusion and high expectations for all students. 

Mission

Barrawang Primary School's mission is to provide all students with high quality learning experiences that challenge and support them to REACH their full potential. 

Values

Barrawang Primary School¿s values are ; 

Resilience- we can bounce back from challenges

Excellence- we aim high and persevere, we ensure that every individual has an equal opportunity to reach their full potential 

Acceptance- we respect and value all members of our community, embracing with dignity their talents, beliefs, backgrounds, and ways of living 

Curiosity- we question and explore the new, unusual, and interesting to better understand the world around us

Honesty- we act with integrity and courage and take responsibility for our actions. 

Teaching and Learning

Our instructional framework atBarrawang Primary School is informed by the Gradual Release of Responsibility (GRR) model and is framed around the Workshop Model which is a structured evidenced-based approach for teaching and learning. 

The Instructional Model is

aligned with the Victorian teaching and learning model that incorporates the and  focused on teacher practice as the main contributor to improved student learning outcomes improvement-focused to assist teachers with their professional learning, including designing their PD goals adaptive and can be modified to fit subject contexts implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO.

A focus on Creative art (Visual, Performing, Music, Dance and Media), STEM and Physical Education is integral to the additional learning which will be provided for our students.

A positive nurturing environment which cares for each student and adult, matters. It impacts on our behaviour, our academic success and future mental and physical health. There is an expectation that all community members of our school behave in ways that build a positive and vibrant school culture that focuses on wellness and learning. We use the School Wide Positive Behaviour Support framework to drive our approach to positive education.

To find out more about Barrawang Primary School please visit our website at

or contact the Principal, Alisha Campbell on .

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