Performing Arts Teacher

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Western suburbs

Reference:

Location Profile

Achieving Excellence Together

At Albanvale Primary School we challenge and empower each student to take risks in their learning and firmly believe that every student can and will learn regardless of their backgrounds. We strive to make a positive difference to the lives of every individual by providing a stimulating and secure learning environment and share a vision of working collaboratively as a professional learning community that makes best practice, common practice in all classrooms. This is strongly reflected in our School Strategic Plan focusing on our priority areas, Literacy, Numeracy and Wellbeing. Our teachers are supported to use digital technologies in the classroom which is empowered by every student being provisioned with their own laptop and the opportunity for students in grades 3-6 to bring their device home.

Our school is structured into six Professional Learning Teams (PLTs) including, Prep, Junior, Middle, Senior, Enrichment, and Wellbeing PLTs. Each are focused maximising our impact and improving student outcomes. Classroom programs are enriched our Specialist Program which includes Performing Arts, Physical Education, Languages-Italian, Visual Arts and STEM. We further enrichment with opportunities including our enrichment learning pathways, lunchtime clubs, intensive swimming program, inter school sports, sports awareness and camp.

At Albanvale Primary School we have a whole school approach to student welfare, and fully implement the SWPBS Framework, accredited with Gold Recognition for three consecutive years. We also offer a range of wellbeing programs and access to school employed allied health professionals to ensure equity and excellence for every student, every day.

Why would you want to work with us?

We truly value continuous improvement in all our endeavours and invest in developing our capacity through ongoing professional learning and evaluating our impact on student outcomes. We hold high expectations of each other but match it with equally high levels of support. Our DE survey data shows we are significantly higher than state and similar school averages across all domains. Including:

Staff Opinion Survey

• 100% positive endorsement for Collective Responsibility
• 99% positive endorsement for Staff Trust in Colleagues
• 97% positive endorsement for Cultural Leadership
• 100% positive endorsement for Intellectual Stimulation

Student Attitude to School Survey

• 99% positive endorsement for Sense of Connectedness
• 99% positive endorsement for Sense of Inclusion
• 100% positive endorsement for High Expectations for Success

Start Date Negotiable

In Term 4 2025, we will be opening our new, purpose-built Performing Rooms as part of our Specialist Building Upgrades. This follows the grand opening of our newly renovated gym and event space. With Performing Arts only still a new subject on offer to our community, we are looking for a passionate educator who believes in instilling an enjoyment and appreciation of Performing Arts to all students. Based on the expertise of the successful applicant, the school is looking to invest further into the resources and classroom design to ensure a high-quality Performing Arts Program. The successful applicant will be someone who truly values continuous improvement and will receive:

• In class coaching in instruction, student inclusion and engagement
• Structured professional learning through a weekly Professional Learning Team
• Whole school professional learning in SWPBS, Restorative Practices and Instruction aligned to VTLM 2.0

Regardless of if you are experienced or new to the role, we want to hear from you. Contact us to find our more or arrange a school tour and visit our website

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.

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.

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

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:

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:

Other Information

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

• 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

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.

Applications close Sunday 14 September 2025 at 11.59pm

Posted

3 September 2025

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