Job Description
Location: North West Region | Sunbury
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1442142
Location Profile
Established in 1981, Sunbury Heights Primary School is located on Charter Road East in Sunbury. Our school grounds adjoin those of Sunbury Downs Secondary College. The school supports a large area of Sunbury incorporating the quickly growing Ashfield and Rosenthal estates (Sunbury south). Current enrolment projections for 2025 are approximately 475 students with enrolments expected to be maintained at this level in the immediate future.
This school comprises a wide socio-economic and increasingly diverse cultural demographic of families and students. The original School building comprises an attractive and spacious entrance where a central atrium leads off to a well-resourced library, gymnasium/multipurpose room, canteen, and staff administration area. In 2020 a designed STEAM and upgraded Art room were added to this central design. In 2005, six additional permanent classrooms were built to replace some of the existing portable classrooms. In 2015, under the BER program, six additional classrooms and two flexible learning areas were built to support the growing student population.
Sunbury Heights Primary School is an engaged learning community. Our teaching and learning program is progressive and personalised, catering to individual learning needs, encouraging and promoting active learning. We have high and achievable student expectations with student learning progress being monitored regularly, and this information used to inform teaching practice. The program of instruction focuses upon developing Literacy and Numeracy skills and closely follows that of the Victorian F-10 Curriculum and Teaching and Learning model. This includes following the 9 practice principles, the Pedagogical Model, and High Impact Teaching Strategies (HITS) for both teaching and wellbeing.
Our school has a well-established 1:1 computer program for all students in Year 4 to Year 6, with all students allocated their own notebook computer for learning. This program has made a significant impact on the learning/teaching in these year levels and impacted positively on student engagement. Foundation to Year 2 students have access to banks of iPads. Each classroom has access to a Interactive Whiteboard. The use of ICT has been greatly enhanced through student and teacher use of collaborative programs such as Class Dojo, COMPASS, Office 365, and Google classroom. Sunbury Heights staff comprises 2 principal class officers, 1 leading teacher, 2 learning specialists, 29 classroom teachers and 19 education support staff. The school runs 19 classrooms and Specialist classes in Art, STEAM, PE, Music, LOTE – Italian.
A Leading teacher of Wellbeing & Engagement and two Pedagogy Learning Specialists provide school leadership, coaching, and peer observations to support the implementation of a professional learning community (PLC) for staff to collaborate and work within. Our teachers work collaboratively in PLC teams to plan a consistent curriculum and use student learning data to drive this planning. Our staff are passionate about their teaching and encourage all students to strive to achieve their best with their learning and social skills.
The school promotes a positive climate for learning via the School Wide Positive Behaviours (SWPBS) framework and House Spirit program. We also promote respect, gender equality and building healthy relationships via the Respectful Relationships initiative. In 2023 this ongoing commitment to creating a positive and safe climate for learning has been enhanced via the inclusion of a Mental Health and Wellbeing Leader (MHAWL) member of staff.
Student voice and agency is a focus at Sunbury Heights. Student leadership opportunities include being able to be part of the Junior School Council or be elected as school captains, class captains, and house captains. The junior school council contributes to school improvement through running special events to promote social improvement and our school captains are directly involved in leading weekly whole school assemblies. Class captains are elected each term by their peers and play a significant role in assisting the class teacher and being a positive role model. Our buddy program allows older students to demonstrate their leadership by working together with a younger student.
In 2020 a shared community facility, Dulap Wilim hub was established and is situated between both school sites. This facility includes a Community Hubs Australia (CHA) hub, VCAL industrial kitchen, and a two-room kindergarten, facilitated by the Hume City Council. This provides facilities for members of the wider community to utilize as a venue for community engagement activities and the provision of community services.
Selection Criteria
SC1: Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2: Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3: Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4: Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5: Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
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.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
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