Thank you for your interest in the fixed term, 12 month teaching position here at Aspendale Primary School, commencing 27th January 2021.
Applications should also include a detailed Curriculum Vitae which outlines: - personal details; a summary of all relevant experience, interests and qualifications; the names and contact details (including after hours or mobile) of three referees who can supply information regarding the applicant’s ability to meet the key selection criteria.
Teachers with experience and graduate teachers are invited to apply for this position.
Applications for this position will close at midnight on 29th September.
I wish you well with your application.
A spendale Primary School
“Learning For Life” ensures that every student is equipped with the transferable knowledge, skills and understanding necessary to thrive in a rapidly changing and globally connected world.
Is to provide a high quality, supportive and engaging learning program which builds the academic, social and emotional capacity of every student at Aspendale Primary School. We provide opportunities for our students to develop understandings of essential concepts, skills, knowledge and attitudes that will enable them to be life-long learners in our ever changing world.
Our Core Values
Of Passion, Respect, Integrity, Commitment and Empathy guide how we teach, learn and interact at Aspendale Primary School.
The school is located on a large, picturesque site in a well-established residential beachside suburb on Port Phillip Bay, 27 km south-east of Melbourne, close to public transport, parklands and recreational facilities.
Students are drawn from the local Aspendale community, which the school has served since 1925.
Enrolments have increased steadily over the past 10 years to be at 609 in 2020. The school structure currently provides straight class groupings over Years Prep to 6. A full range of specialist subjects is provided, including Performing Arts, Visual Arts, PE and Chinese, supporting a range of individual needs programs and an ever-growing range of extra-curricular enrichment programs.
The current staffing profile includes a combination of expert, accomplished and graduate teachers, with a diverse range of backgrounds and expertise, a reasonable gender balance, and a strong commitment to teamwork and school improvement across all levels of the school.
The school promotes parent and community involvement through a variety of activities, with this high level of support a feature of the school.
Aspendale Primary is committed to continuous improvement in Information and Communication Technologies (ICT) in order to develop literate information learners who understand how knowledge is accessed, organised and communicated.
Aspendale Primary School is a fully authorized World School for the Primary Years Programme (PYP) of the International Baccalaureate Organization (IBO). The school curriculum is underpinned by the Victorian Curriculum and delivered through the PYP which provides a rich and rigorous inquiry model of learning. The curriculum contextualizes student learning as well as understanding and transfer of practice, whilst building the knowledge, skills and attributes of individual students and staff as learners of the 21st Century.
Aspendale’s physical environment and facilities feature spacious playing fields, attractive gardens , a school vegetable garden, a large Performing Arts facility complete with stage, lighting and sound, a gymnasium, a Visual Arts Centre, well-equipped flexible teaching spaces including banks of computers, wi-fi across the school, interactive whiteboards in every classroom, mobile pods of notebook computers in each area, netbooks, and a well-equipped library/resource centre.
An Out of School Hours Care program is provided on site for all Aspendale students.
Year levels are organised into ‘Learning Centres’, with flexible/shared teaching spaces in keeping with the collaborative approach taken to planning, teaching and learning.
A broad and growing range of special purpose and enrichment programs are provided which reflect community needs. These include: Intensive Swimming P -6, Bike Education, Camping and Outdoor Education in Years 3-6, Inter-School Sport, a Year 5 and 6 Speaking and Listening program – “Spotlight”, Life Education, Environment Care Programs, Science and Mathematics Challenge Programs, Writers’ Workshops, a Perceptual Motor Program (Prep students), Prep-Year 6 Buddy Program, Year 6 Graduation Program, Kinder to Prep and Year 6 to Secondary College Transition, a School Choir, a School band, Junior School Council, and a growing number of extra-curricular student enrichment programs.
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.
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