Physical Education Teacher - Melbourne, United States - Schools (Government)

Description

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.

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.

Responsibilities

The role of classroom teacher may include but is not limited to:

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

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 ).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on:

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 DE's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE'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 DE values is available at:

Other Information

Conditions of Employment

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

Learning for Life.

School Vision
Altona Meadows Primary School aims to promote integrity, lifelong learning and the attainment of excellence. The core purpose of the school is to provide a comprehensive curriculum for all students enabling them to reach their academic, social and physical potential.

Values
Altona Meadows Primary School prides itself in establishing and maintaining strong and positive partnerships between students, home and the wider community. We are committed to supporting and extending all students to become life long learners and to reach their full potential.
We inspire our students at AMPS to be successful through demonstrating our three core values; Respect, Resilience and Striving for Excellence.

Context
Comprehensive, developmental courses are provided for English, Mathematics, Physical Education and Sport, Studies of Society and Environment, Science, Technology and the Arts based on VELS (Victorian Education Learning Standards).

Emphasis is placed on the development of:
Literacy and Numeracy skills
Specialist and support programs designed to meet priorities within available resources
Curriculum and management support and staff professional development
Developing a variety of teaching and learning strategies to cater for the learning styles of all students

Many programs are presented using an integrated curriculum approach with particular attention to co-operative learning strategies and individualised teaching. Our school has also introduced a variety of extra curricula programs that include Buddies (Prep and 6) and guitar and recorder lessons, gardening etc. Our Clubs program allows students to tap into outside interests and learn new skills. Other ongoing programs to enhance learning include: Swimming Program, School Camps and Interschool Sport for Grades 5/6.

The parent community are encouraged to assist in all aspects of our school program. We highly value parent/guardian contribution and appreciate the established partnerships we have. Our parent community assist in all different areas of our school and encourage to provide feedback to assist us in the direction for our school.

Our school utilises a 1:1 iPad program in our Prep, One and Two classes to support learning. Our students in grade Three, Four, Five and Six participate in a Bring Your Own Device Program (Laptops) to enhance their learning and develop 21st Century skills.

Our school consists of 4 buildings. One building houses the Art Room, Multi Purpose Room, Canteen, Staff Room and Administration area. The three other buildings house 16 classrooms, our Library, Stephanie Alexander Kitchen. We also have four portable classrooms.

School grounds continue to be developed enabling students to spend quality time during lunch and recess breaks. These include a landscaped area at the front of the school where children can sit, relax and play in a quiet area where ball games are banned. Vegetable gardens with a compost area have been developed and these are managed by our school based gardener. All are encompassed within a 3 metre high perimeter fence. The school grounds have continued to be developed since the building upgrade of 2001 and these will continue with such areas as a sensory garden being planned in the near future.

Stephanie Alexander Kitchen Garden Program
Our school is very proud to be a member of the `Go For Your Life", Stephanie Alexander Kitchen Garden Program. All students from Grades 3 - 6 participate in fortnightly cooking lessons in our purpose built kitchen as well as fortnightly gardening lessons.