Schools (Government)
Classroom Teacher LOTE - Auslan
Docklands, 3008, Melbourne, Victoria
Full time
Posted 25/04/2025
Closed 09/05/2025
Docklands Primary School is located on the lands of the Kulin Nation. We opened in 2021 to continue a tradition of learning that has flourished here for over 60,000 years. Our school caters for a diverse community in inner-city Melbourne, welcoming students from Foundation to Grade 6. An onsite Early Learning Centre with two kindergarten rooms supports a smooth transition from pre-school to primary school.
The work of every person at Docklands Primary School is centred around two interrelated aims: to provide an outstanding education for every student in our care, and to grow great teachers. At Docklands Primary School, we invest heavily in our people big and small because we know that no single asset or resource matters more to our aims.
World class facilities in the heart of our city
Staff at Docklands Primary School enjoy working in a beautiful inner-city location, with great access to all our wonderful city has to offer. Our teachers work in modern classrooms (many with city views) and all enjoy the purpose-built teaching facilities. Curriculum resources are carefully selected, and our learning spaces are well-resourced.
Every classroom is fitted with integrated technology, including assistive technologies for students with particular needs. Our students benefit from access to a beautiful school library, a competition sized indoor gymnasium, landscaped play areas and a stunning Arts Centre.
Our approach to instruction
Teachers at Docklands Primary School are committed to explicit and responsive instruction. Our approach to instruction across the school is flexible but is underpinned by 3 guiding principles:
- We establish the conditions for learning. Every child has the right to learn in a calm and ordered learning environment. We establish clear routines to minimise disruption and maximise instructional time.
- We build knowledge and secure success. We teach a knowledge-rich curriculum and equip all students with the solid foundations of literacy and numeracy.
- We promote autonomy and self-regulated learning. We encourage students to be active participants in learning, because their learning goals ultimately belong to them.
Great teams of teachers, committed to excellence
Our staff engage in collaborative and detailed planning so that every teacher can focus energies on high quality instruction. We plan a knowledge-rich curriculum, which means that we can articulate with clarity the specific content to be taught across all levels and learning areas. At Docklands Primary School, teachers do not plan and resource lessons on their own; rather, we are building high-functioning teams of teachers because we know we¿re better when we plan together
The chance to hone your craft
We provide systematic opportunities for teachers to improve their practice, not because they are not good enough, but because we can always be better. We provide well-sequenced and rigorous professional learning opportunities. Every week, we run a one-hour whole staff Professional Learning Workshop; here, we draw on insights from research evidence to define and describe high quality pedagogical practice.
We value teachers¿ expertise and experience and provide opportunities for teachers to build on what they know in meaningful ways. We expect our teachers to share their expertise, and to embrace their role as the expert practitioners in our community.
Connected to our weekly workshop series is an Instructional Coaching program. Teachers of all experience levels have the chance to set goals, to seek feedback from an instructional coach, and to deliberately practice specific techniques in the classroom. We are beginning to embed video recording as a mechanism for collaborative review of our teaching, and we take the time to celebrate our progress along the way.
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 2Range 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 1The 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.
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.
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 *******@education.vic.gov.au
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
Additional information
- Professional Learning Communities and collaboration are at the heart of everything we do as a school - with high expectations of professional behaviours and feedback cycles which promote continuous improvement.
- The key skillset will be the development of Auslan programs and P-6 pedagogies; but classroom skills remain important as the school expects flexibility over time both in specialist and classroom roles.
- The school has a large multi-cultural population so skills in English as an Additional Language would be an advantage.
- Consideration should be given to the Integrated Learning Spaces inherent in the design of the school. Due to the nature of the school design, practice will continually be on display so cycles of feedback and support for peers will be inherent in the role
- A positive disposition is necessary at all times as the base behaviour of all staff.
GENERAL RESPONSIBILITIES
- Planning and implementing a range of teaching programs related to Auslan whilst also helping to support and be highly skilled as a Generalist Classroom practitioner
- Monitoring, evaluating and reporting student progress in key learning areas
- Implementing strategies to achieve targets related to student learning outcomes
- Maintaining records of student progress against targets related to the development of Auslan
- Maintaining records of class attendance and recording student progress
- Implementing effective student management processes
- 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 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.
SC 1 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.
SC 2 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.
SC 3 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.
SC 4 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.
SC 5 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.
SC 6 Demonstrated high level classroom engagement and pedagogical skills in the teaching of Auslan as well as the flexibility and willingness to work as a Generalist Classroom Teacher.