Performing Arts Specialist Teacher

Location
Melbourne VIC
 
Full job description
Overview
Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Inner South East suburbs
Reference: 1483734
Location Profile
St Kilda Park Primary School, founded in 1882, is a highly popular inner-suburban bay side school located on Fitzroy Street, St Kilda within Albert Park Reserve. St Kilda is a vibrant, diverse neighbourhood with a high population density.
As of May 2025, our student population is 321.
The school facilities include the original 1882 two storey brick building along with additional buildings and facilities that have been added in the subsequent 143 years which include flexible teaching spaces, a library, multipurpose centre and specialist teaching spaces including a kitchen garden and kitchen.
The school works closely with Parks Victoria to utilise adjoining ovals and parkland during the school day to complement its existing play areas and to increase opportunities for physical activity and sports.
Teaching at St Kilda Park is grounded in educational research and cognitive science. We ensure that students make the most of their time on task by maximising the quality of each learning moment. We employ ******** teaching, delivering new material in manageable steps, along with guided practice, teacher modelling, questioning, guided practice and review and retrieval practices. These are whole-school strategies that ensure all students make steady progress in their learning journey.
Our instructional routines are crucial. We prioritise teaching first, reducing cognitive load, providing ample opportunities for practice, and focusing on efficient and effective learning. As educators, we recognise that knowledge stored in long-term memory is active and can be applied flexibly and effortlessly across a range of contexts. We beleive that knowledge is what students think with. With this in mind, we are dedicated to a knowledge-rich curriculum, ensuring that foundational, enabling, and problem-solving knowledge is strategically developed as students progress through each stage of their education.
Our school has 15 classes, with two classes at each year level. We have five specialist subjects which each class visits every week, meaning our students engage in a broad and rich curriculum. We have additional teachers who provide tutoring and intervention for targeted students. There are two Assistant Principals and a Principal, a Business Manager and an Office Manager. There are ten Integration Aides. Recently we have engaged a Speech Therapist, an Occupational Therapist and a Counsellor to support our students with additional needs.
The school community has a special commitment to Visual and Performing Arts and an enriching Italian program that extends into the school's curriculum. Our Year Three and Four students are involved in an extensive Stephanie Alexander Kitchen Garden Program.
Our vision is to build a progressive and nurturing culture underpinned by kindness, collaboration and inclusion. This focus on strong and positive relationships sits at the heart of what we do and allows us to create a rigorous and challenging approach to student learning where students work hard to achieve excellence.
Four core values guide community life, teaching, and learning at St Kilda Park Primary School - Resilience, kindness, Creativity and Curiosity.
These values are reflected in all aspects of school life and contribute to a sense of common purpose within the school community.
Amongst a range of ideals we value student voice, teachers being addressed by first names, leadership opportunities for all students and no school uniform.
The school¿s wider community is actively involved in school life to ensure that individual backgrounds and experiences are acknowledged and affirmed. Parent participation is encouraged and welcomed in many different ways.
Relationships in the school community underpin everything and enable us to build a community of continuous learners.
A key component of St Kilda Park¿s approach is building a positive culture through a primary prevention focus that underpins student wellbeing. The framework teaches positive behaviours, Restorative Practices and the use of logical consequences to address appropriate and inappropriate behaviour.
Our professional learning program is designed to build professional practice, knowledge, capacity and understanding of curriculum. We recognise that teaching is an incredibly complex profession and that to meet the needs of students, we require ongoing opportunities for practice improvement. At St Kilda Park, we are also committed to developing a strong and vibrant professional learning culture where all teachers are given the opportunity to learn and grow together. Built on a foundation of trust, our teachers have opportunities to observe and coach one another, with the view to provide the best possible education for a diverse student community.

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 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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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 Monday 28 July 2025 at 11.59pm
Posted
15 July 2025
 

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