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:
- 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
- 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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- 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
- 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.
Dandenong South Primary School (DSPS) is located in the South-Eastern Victoria Region, thirty-nine kilometres from Melbourne. The school is bordered by residential, commercial and industrial zones. The school has a kindergarten onsite coordinated in partnership with the City of Greater Dandenong and Best Chance Child Family Care. Facilities include a gymnasium, music room, a performing arts space, award winning Learning and Discovery Centres, modernised classrooms and a Community Hub.
The spacious playgrounds are well established with plenty of shade areas provided by established trees and shade sails over the junior and senior playground equipment as well as three large sandpits. The school grounds also include two soccer pitches, a football and cricket oval, netball court, basketball court, several decked outdoor spaces, a school vegetable garden, a sensory garden and a courtyard area where students have opportunities to engage in physical exercise and leisurely activities.
Dandenong South Primary School has a holistic approach to learning where the academic, physical, social, and emotional needs of all children are fostered through the school¿s values of being respectful, safe and responsible.
Our vision is to provide students with a positive and engaging learning environment which will equip them with the knowledge, skills and social competencies they need for the future in order for them to become respectful and responsible citizens who contribute to society. We aim to provide the optimum learning environment so that every child has the opportunity to succeed.
At Dandenong South Primary School we are committed to implementing a school-wide positive behaviour support framework (SWPBS). A consistent system of expectations for all students within our school is implemented in all areas including classrooms and other settings, such as the playground and excursions.
We have a diverse student cohort with the majority of our students having a language background other than English. To meet the needs of students who predominantly speak English as an additional language (EAL), the school offers a range of literacy intervention programs. These include first phase and second phase EAL programs. For our early years program, we utilise the scientifically backed synthetic phonics program, Little Learners Love Literacy, to ensure students have a solid foundation in reading.
We explicitly teach spelling patterns and strategies using the SMART Spelling program. SMART Spelling is an explicit and systematic evidence-based approach to teach spelling. Students are taught sounds in context through words that range from simple to more complex.
The school has a play-based learning approach through its Investigations program in Foundation to Year 2 classrooms. Inquiry Learning consolidates this approach in Years 3-6. We ensure each and every student is learning at a standard and in a manner that will maximise their chances of successful, sustained and enjoyable learning. Through our continued focus on literacy and numeracy, we anticipate that a positive trend in NAPLAN results will continue.
The school is divided into five sub-schools; Foundation, Year 1, Year 2, Years 3 and 4 and Years 5 and 6. We pride ourselves on maintaining small class sizes along with a highly experienced teaching staff so that we can provide the best possible teaching and learning environment for our students. The school also provides an array of student support programs in Mathematics, Reading, Writing and Wellbeing as well as intervention and enrichment opportunities. This helps in creating personalised pathways to success for all our students. An Allied Health team consisting of a Psychologist, a Speech Pathologist and an Occupational Therapist also work with identified students across the school.
Specialist areas include Indonesian as LOTE, Visual Arts, Performing Arts, SYEM and Physical Education. Intensive swimming programs and visiting sports organisations provide coaching sessions that complement our Physical Education and Health curriculum.
Dandenong South Primary School offers a well-resourced before and after school program. Additionally, DSPS offers a variety of after school programs.
The school continues its relationship with a number of partnering organisations to provide a Community Hub, which offers playgroup, English language classes and other programs tailored to the needs of the local community. The Hub offers support to families by familiarising them with the school setting and builds relationships with school staff to provide a safe, supportive and accessible venue for a range of community services.
