Chinese (Mandarin) Teacher

Templestowe Park Primary School was established in 1977 and is ideally situated in the eastern suburbs of Melbourne, Victoria. The current enrolment is 550 students.

Templestowe Park PS is a thriving and innovative learning community. Every student is provided with the opportunity to achieve their personal best through an exciting learning environment and comprehensive curriculum. Our school wide Positive Education program guides our students to be balanced, optimistic and to be the very best that they can be.

A key feature of Templestowe Park PS is the focus on developing the Science, Technology, Engineering and Mathematics (STEM) capabilities of its students. There is a long history of excellent science teaching and learning programs at the school. This includes the Dr Scott Ayton STEM Discovery program that all students participate in with a specialist STEM teacher in a dedicated STEM room and Outdoor Eco Education Centre (OEEC).

Templestowe Park PS students have achieved outstanding success in State and National Science and Mathematics competitions. This has included State winners in the Science Talent Search and High Distinctions in the Maths Talent Quest.

The school values guide the decisions and behaviours of all members in the Templestowe Park learning community. These values are essential elements of all aspects of school life at Templestowe Park PS. The schools values are:

· Respect - for others and ourselves.

· Responsibility - demonstrating ownership of our actions and words.

· Integrity - always striving to be fair and honest.

· Pride - achieving and celebrating personal and school goals.

· Optimism - focusing on positive experiences and being confident about what the future holds.

Templestowe Park PS provides a comprehensive and stimulating learning environment that focuses on developing student curiosity, knowledge and talents in a range of fields. The teaching of English and Mathematics is supplemented by specialist classes in STEM, Mandarin-Chinese, Sustainability, Visual Arts, Performing Arts and Physical Education.

Additionally, Templestowe Park also provide camping and swimming programs. Students are encouraged to participate in a wide range of enrichment, leadership and extension activities including: the Junior School Council (JSC), school choir and musical ensembles, school production, Art Show, interschool sport and lunchtime interest clubs.

The school facilities comprise 24 classrooms, a large hall, a multi-purpose space, a Library Resource Centre, a Visual Arts room, a STEM Discovery room, Sustainability room and a Performing Arts room. The well-developed grounds include synthetic grass surfaces for multiple sports and two ovals that provide extensive space for play and interschool sport use. Shaded play equipment is provided for all year levels as well as an outdoor classroom within the OEEC. The Templestowe Park community prides itself on maintaining and improving these facilities through a cooperative effort.

Parents play a key role in the school, working closely with classroom and specialist teachers to support their children’s learning both within the school and at home. A class representative scheme facilitates communication and parent involvement within classrooms. Parents are also involved in the more formal structures of School Council, its sub committees and the Parents & Friends Association. The school benefits from the experience and skills of parents and links with the local community.

Templestowe Park Primary School’s highest priority is the care, safety and wellbeing of all students at our school. Our policies, procedures and strategies are developed to keep students safe from harm, including all forms of abuse in our school environment, on campus, online and in other locations provided by the school. Please see our Child Safe Policy for further details.

Templestowe Park is a thriving learning community where learning is valued and supported by all. The entire community continually strives to be the best that they can be.

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.

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:

- 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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

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

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.

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:

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:

To be eligible for employment, transfer or promotion in the principal or teacher class:

- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and

- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and

- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

#J-18808-Ljbffr