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:
1. Have the content knowledge and pedagogical practice to meet the diverse needs of all students
2. 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
3. Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
4. Supervise and train one or more student teachers
5. 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:
6. Direct teaching of groups of students and individual students;
7. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
8. Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
9. Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
10. 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:
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
School Profile
Foster Primary School is in the rural town of Foster, South Gippsland. Foster township is located at the very heart of Prom Country, just two hours SE of Melbourne and 30 minutes from the gate of the magnificent Wilsons Promontory National Park. There has been a Primary School in Foster since 1872. The current site, in Pioneer Street, was established in 1965.
The enrolment varies between 150-200 with a growing number of families moving into the school catchment area and we are the largest primary school in the Corner Inlet area. The school is operating 8 grades.
Our school values, based upon a motto of, `Our Best Always¿ were developed in consultation with staff, students and families and are: -
11. Be Respectful
12. Be Caring
13. Be Safe
14. Be a Learner
We believe that everyone can learn to learn. Resilience, reciprocity, resourcefulness and reflectiveness (Guy Claxton) are promoted, and we always try our best! Our school is a Be You school. We build positive relationships and social responsibility in an inclusive, safe and caring environment, using school wide positive behaviours to support our students in making good choices. We have strong pastoral care. We foster independence, promote inclusivity and embrace individuality.
We have high expectations of our students. English and Mathematics are central to the curriculum, underpinned by an emphasis on developing a Growth Mindset (Carol Dweck). We offer a rich variety of opportunities and experiences. Our curriculum and pedagogical practice are based on educational research and evidence. Our school recognises the individuality of student approaches to learning and cognitive styles across all areas of the curriculum both within the classroom and specialist programs. Foster Primary School is committed to developing student abilities and interests and providing learning experiences that cater for individual differences. Sport, Music and Art are popular in the wider school community and students are encouraged to participate. Participation in government initiatives has raised the profile of student health and wellbeing, and sustainability of the environment. The school has a thriving Kitchen/Garden program which flourishes in our school with the support of our active parent volunteers. Our students are given opportunities to participate in a variety of extra curricula activities and programs such as Camps, Excursions, Incursions and Interschool Sports.
Staff at our schoolwork collaboratively with one another through Professional Learning Communities and also with staff from other schools in our Corner Inlet Learning Alliance in order to continually strive to be the best we can be, striving for excellence in teaching and learning by developing teacher capacity in order to improve student outcomes. Student voice, through a wide variety of leadership roles is encouraged and promoted throughout the school.