SC1 Demonstrated knowledge and teaching of the relevant Mandarin Language curriculum, including cultural curriculum. 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 of Mandarin language and cultural programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning in Mandarin Language. 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
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.
Welcome to Tulliallan Primary School. Tulliallan Primary School is located at 89 Wheelers Park Drive, Cranbourne North and is an established community where students, staff and parents appreciate and support education. Our school¿s socio-economic profile based on the School Family Occupation and Education Index is 0.345, this means that our school has high socio-economic advantage and is widely sought after for education as seen by our reputation in the community.
We have students from Prep to Year 6 with a rich and diverse multicultural population. We have staff committed to teaching in teams within our student learning communities. Our specialist subjects offered are Physical Education, Music and Performing Arts, Mandarin Language, Visual Arts and STEM. The school has purpose-built spaces for the delivery of Music, Art, STEM and Sport.
Tulliallan Primary School has an exciting social infrastructure hub for our community. An Early Years Learning Centre, delivering integrated long day care services, is delivered on the school site and is operated by YMCA through the New Schools PPP Project. The school also includes a Community Hub space which is managed by the YMCA after school hours to provide Outside School Hours Care services and other community programs to local families and residents.
Our school is located adjacent to Arbourlea Family and Community Centre which provides preschool and Kindergarten services. The close proximity to this Kindergarten will enable smooth transitions between early years and primary education for children and families in the community. The closest secondary school is Alkira Secondary College where we have formed a strong partnership of collaboration between teachers and secondary students.
Our school is designed to:
¿ provide contemporary Learning Communities that facilitate a learning and learner-centred approach and enhance the educational opportunities for all students, supporting the learning needs of all, through a diverse and flexible range of learning settings
¿ support contemporary collaborative learning and teaching for professionals
¿ support a sense of community and belonging within the school and within the wider community
¿ promote and support enhanced inclusion, access and choice for all learners; and be aesthetically pleasing, welcoming and support the physical, emotional and social wellbeing of the students and staff.
¿ maximise community amenity of school facilities which is a priority for Government and so the school gymnasium and other multi-purpose spaces will be utilised by the YMCA to deliver a range of community and recreational programs after hours, including Out of School Hours Care and vacation care.
¿ promotes environmental sustainability principles
School Philosophy
The school¿s vision and values are built on Excellence, Respect and Community Principles. This aligns with the four key Education Principles that capture the Department¿s vision and values of;
1. Learners and learning are central
2. Diversity
3. Wellbeing
4. Community
Tulliallan Primary School Vision
Tulliallan Primary School aims to develop happy, resilient and responsible students who demonstrate positive social skills and empathy towards others. All students will be provided with a comprehensive education with diverse opportunities to develop skills to achieve their personal best. Our students and community will embrace a partnership of lifelong learning to be able to contribute as citizens in the community and in the future complex and changing world.
Tulliallan Primary School Values
Respect
Relationships
Responsibility
Resilience
Tulliallan Primary School - A School of Team Work and Collaboration
Our school presents an exciting opportunity for teachers to work collaboratively in a contemporary designed school that is connected to the community. Working collaboratively delivers the best in learning outcomes for the students of the future.
The teachers of this school will demonstrate the qualities of collaboration and team work, highly skilled and knowledgeable about how students learn offering diverse expertise and multiple learning opportunities within and outside the Learning Community Spaces. The students, staff and parents are seeking highly energised teachers with a passion for learning and a commitment to work as partners to develop our students, academically socially and emotionally. Tulliallan Primary School is seeking applications from educators who are committed to a teaching pedagogy reflective of 21st Century Designs including digitally rich environments and personalised learning for all students. We are looking for educators who have skills in a variety disciplines, flexible, committed to the education profession, students and peers contributing to the positive culture of our school.
Teachers will be actively involved in;
¿ bringing talent and expertise to whole school programs in a variety of interests
¿ effective elements of teaching according to FISO and the AITSL standards;
¿ proactively engaging with the local community to link families to the school to build a vibrant supportive community
¿ develop a Professional Learning Team approach to the professional learning of staff and the ongoing development of the school¿s culture as it grows;
The Mandarin Language Teaching Position
This is an opportunity for a Mandarin Language teacher to work alongside another Mandarin Language teachers in a dedicated specialist team. The successful applicant will be a part of the specialist team and have the opportunity at times for team teaching with the current Mandarin specialist and also teach some year levels independently.
We are looking for a vibrant teacher who excels in the discipline of Mandarin Language education to nurture the love of Mandarin language, culture of China and Asia extending Mandarin beyond the classroom and providing extracurricular opportunities for students. Our school has a sister school in China and we wish to further these opportunities in the future.
All applicants need to submit their application as one document with their name on each page of the resume and criteria.
