Malvern Primary School, sometimes known as Tooronga Road School, has provided education to the children of Malvern since 1884. Malvern Primary has a reputation for high academic achievement. The school is committed to the ongoing improvement of learning outcomes for all students. The implementation of the Victorian Curriculum F-10 will continue and this will require the school to modernise its facilities to create workable, twenty-first century learning spaces.
Currently there are 40.8 EFT staff in total, made up of 3 principal class personnel, 38.9 teaching staff and 2.8 education support staff. The school also employs a school nurse.
The school mission is to provide an education which enables each student to reach their potential in a safe and caring environment. There is a clear focus on achieving the highest possible standards in literacy and numeracy. This aim is complemented by high quality specialist programs Music, Visual Arts, Italian, Mandarin, Physical Education, Drama, Library and eLearning. Students’ individual learning needs are well catered for by way of extension and support programs.
Malvern Primary School is a fully accredited member of the Council of International Schools. The accreditation framework and clear statements of philosophy and objectives provide a strong basis for ongoing school improvement. We are one of only 19 schools in Victoria to have been accredited by the Council of International Schools. This professional body sets rigorous standards for continuous improvement and further development.
The school has received a state government grant of $3.9m for capital and maintenance works. Planning for the proposed works to be carried out is well underway and construction will commence soon.
SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.
SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.
SC6 Demonstrate the ability to present a high quality Mandarin Language program Foundation to Grade 6.
SC7 Possess the relevant qualifications to teach Mandarin Foundation to Grade 6.
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.
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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
Conditions of Employment
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.View More