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.
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.
The role of classroom teacher may include but is not limited to:
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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.
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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
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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
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.
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Churchill North PS has a current population of 125; the spread of males and female students is in proportion. The school has a teaching staff of 9 ¿ 6 classroom teachers, 2 specialists, 1 tutor learning specialist ¿ as well as 13 Education Support staff, 1 Welfare Officer, 1 Assistant Principal/Numeracy Specialist, & Principal.
Churchill North PS enjoys friendly, positive relationships with its families and is highly regarded in the community of Churchill.
Churchill North Primary School is located in the township of Churchill in the Latrobe Valley, 13km south of Morwell, at the base of the Strzelecki Ranges ¿ a comfortable two-hour drive from Melbourne. Close by is Federation University Gippsland Campus and Kurnai Secondary College incorporating the innovative GEP (Gippsland Education Precinct) Churchill Campus.
Our school was established in 1976 and consists of 5 individual units. Two buildings have recently been redeveloped and now include 4 state of the art classroom spaces in each. All current buildings can be modified for open-plan learning, all have a separate administration core, and a student withdrawal space. Each classroom block has two toilet blocks, two wet areas and two withdrawal rooms.
We also have a community building, which houses our Breakfast Club and two classrooms, and an additional building for our Playgroup, and Before and After School Care programs. Students have the opportunity to start the morning in our community breakfast room, which is a hive of activity and a very relaxed way to commence the school day. We encourage students to take pride and ownership in their school.
Students are supported within the class to work at and above their level of achievement. Those experiencing difficultly are supported with additional programs and significant classroom support.
All staff, students & families work well together to create a positive environment.
Teacher focus has very much been on developing and improving class programs with professional development in challenge learning, assessment, curriculum planning, literacy & numeracy. We have begun implementing the Berry Street Model, with significant results for our students.
Our school¿s vision is to foster strong relationships within a supportive community where everyone feels safe, valued and equipped to reach their full potential.
Our school¿s motto is: Learn together, Play together
Our school values are I RESPECT others, myself, and my environment; I am RESILIENT when things don¿t go as I expected; I am INCLUSIVE of all members of our school community; I ASPIRE to be the best version of myself.
Our School¿s Philosophy is to facilitate a culture of challenge along with a growth mindset to enable students to develop as resilient, resourceful and confident young citizens, capable of engaging in all tasks and situations and achieving high standards. This is based on the notion that all staff take a genuine interest in the needs of all children, by providing a safe, caring and supportive environment in which to learn.
Our key priorities are:
To develop a consistent whole school approach to improved student learning outcomes in English and Mathematics with a particular focus on high quality instructional practice.
To improve student engagement and motivation in their learning.
To develop a school culture of collaboration which recognises and responds to the individual needs of all students.
To ensure the effective allocation of financial, human, physical resources to support the successful delivery of school strategic priorities.
Programs and activities that have directly contributed to this include:
Berry Street Educational Model
Lunchtime Reading Club
Mindfulness
Language Program ¿ support for expressive & articulation
Student leadership program
Active Junior School Council
Breakfast Club
Regular whole school activity days
Annual whole school concert
Swimming
Positive student welfare and management program
A daily Before & After School Care Program
A comprehensive curriculum is provided in all domains, with specialist classes in STEM, Art, & Sport.
Staff actively use interactive whiteboards and digital technology ¿ such as flip cameras, visualizers, laptops and iPads to enhance student learning; this is an exciting opportunity to further enhance the use of technology and educational outcomes of students.
We pride ourselves on providing relevant learning programs; setting attainable goals; considering the individual needs and differences of students; promoting excellence and building the self-esteem of all students. We believe that learning can be fostered in a socially supportive environment, which is positive, caring, happy, friendly and stimulating.
Students are well represented in leadership positions within the school ¿ we currently have an active Junior School Council, and positions of School Captain, Vice-Captain and Sports House Captains.
We have a range of programs in place that promote the leadership development of students; these programs develop a cohesive & friendly atmosphere in our school. Students are recognised at assemblies for demonstrating positive behaviours and values.
The school is committed to the continual improvement and monitoring of student progress and recognises its accountability to parents. An initial interview in Term 1 sets the scene for class & parent expectations. Parents are encouraged to identify their child¿s strengths & weaknesses and set goals that are achievable throughout the year. In Terms 1 & 3, interim progress reports are sent home to families. Comprehensive reports as per DET policy are sent home in Terms 2 & 4.
Throughout the year, students and families receive additional information about student progress, in regards to learning growth, work quality, behaviour and attitude towards learning.
The school supports the belief that every child can and will learn, and that to nurture a child to their full potential involves the commitment of the whole school community.
All schools rely heavily on the efforts of parents and volunteers to provide additional assistance. A number of our parents participate within class programs, special days, excursions and swimming. Fundraising activities are exciting for students; canteen and special activities are an added benefit for students during the term. We also boast a very active and supportive School Council, with all members working tirelessly in seeking to improve the opportunities and outcomes for our students.
The school conducts a weekly afternoon assembly where students and parents assemble to recognise group and individual achievements and promote excellence and school/community values.
Our school is truly a great school and one which I feel privileged to work within.
Colin Price
Principal
`Ohana¿ means Family, at CNPS no one gets left behind or forgotten
