Spanish Teacher

Location Profile

School profile

Our school is a passionate, vibrant and multicultural community in Melbourne's west of 370 amazing students from 43 different cultural backgrounds. Our P-6 school community works together as a team and, as a result, we achieve great things. We have the equivalent of 41 staff members - 3 Principal Class, 25 teachers,11 Educational Support and four Allied Health staff, and we are part of the Deer Park/Sunshine Network.

Our Spanish Program is pretty special. Students work throughout the years to develop a range of skills, and each year this peaks with our Spanish Fiesta, a major whole school event.

At Sunshine Heights, diversity is our strength; every year we look forward to our annual Harmony Day celebration where we celebrate our socially and culturally diverse community. Each year we focus on celebrating our diversity and culminate in an epic Block Party.

We know that relationships are the greatest foundation for everything and we invest time in getting to know and understand all of our students and families; fostering a sense of identity, belonging and authentic partnership. Our school is committed to building a community and culture that enables everyone in our school to know, show and grow themselves, openly and without judgement, and we achieve this through building a wellbeing ecosystem that wraps around our students, families, staff, and community.

Our approaches to learning and instruction align with the Science of Learning and Reading, exploring the best research based and evidence informed practices are embedded to ensure growth for our students. We work in a highly collaborative and supported way, and ensure professional learning is world class. Recently we worked with Dylan Wiliam around Formative Assessment and continue to connect with an amazing network of teachers through Think Forward Educators.

This role would suit someone who is passionate about Spanish, and ideally a Native Speaker of Spanish to ensure authenticity of program.

This is a maternity leave position for up to 7 years.

Our Aspirational Vision

Sail into a universe of possibility

Delve into the unlimited energy of the human imagination

Inspire and grow hearts and minds

Nurture creativity and curiosity

Through courage, connection, commitment and collaboration

Discover the wonder and uniqueness in you

Welcome to Sunshine Heights Primary School.

Our Values

Courage

We have the courage to believe that we can make a positive impact

We understand that hard work takes courage and a growth mindset

We have the courage to be curious and creative and stretch outside our comfort zone.

Connection

We understand who we are as individuals and how we build connections

We understand what it means to be part of a community

We are connected to the world around us and actively address issues of human and environment sustainability

Commitment

We acknowledge our strengths and build on our achievements

We take responsibility for, and commit to, our continual learning and growth

We show resilience when faced with challenges

Collaboration

We motivate each other to be the best we can be

We encourage and embrace different perspectives

We are respectful of everyone.

Lastly, and most certainly not least, we love a good song and dance at Sunshine Heights and music can often be heard blasting from the speakers at the end of the school week. Our Spotify playlist looks something like this:

Old Town Road, Lil Nas X & Billy Ray Cyrus

Roar, Katy Perry

Uptown Funk, Bruno Mars

Watch me, Silento

Cut to the Feeling, Carly Rae Jepsen

Check us out on Social Media:

Instagram: https://www.instagram.com/sunshineheightsps/?hl=en

Youtube: https://www.youtube.com/channel/UCKTbuyzvMDOY5Eb0JleLg_Q

Selection Criteria

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.

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.

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:

• 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

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.

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 Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

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.

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.