Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Campaspe
Reference: 1543894
School Profile
Echuca Primary School's vision is to create a community that inspires learning and nurtures wellbeing. The school's core values are respect, responsibility and resilience, which underpin its approach to learning, relationships and student wellbeing.
Established in 1858, Echuca Primary School has a long and proud history. In 1995, the school relocated from its original site to its current location, nestled between the Campaspe River and Echuca's central business district. Situated on the corner of High and Pakenham Streets, the school has an attractive setting, with extensive development of its grounds to meet the needs of the school community. The school enjoys strong support from parents, School Council, staff and the wider local community.
A strong emphasis is placed on the care and wellbeing of students, staff and families. The school is committed to providing a safe, secure and inclusive environment in which all members of the community feel supported and valued. The buildings and grounds have been designed to cater for a range of educational and recreational needs, including active and passive play spaces and extensive shaded areas.
School facilities include 25 classrooms, a library, Performing Arts Room, Visual Arts Room, Science Room, canteen and gymnasium. The school has approximately 530 students, of whom 8.41% identify as Aboriginal or Torres Strait Islander and 4.67% speak a language other than English at home. The school employs 51.60 full-time equivalent staff, comprising 33.10 teaching staff and 18.50 Education Support Class staff.
Curriculum and Learning
Echuca Primary School follows the Victorian Curriculum and provides a comprehensive, sequential seven-year learning program across all key learning areas. Information and Communication Technology (ICT) is integrated into classroom learning to engage students and enhance their learning experiences.
The school takes a balanced approach to the use of technology, recognising the continued importance of traditional learning tools such as pencils, paper and books while also preparing students for the increasingly digital world in which they live. Strong cyber safety programs are embedded within the curriculum, supporting students to develop an understanding of online etiquette, cyberbullying, responsible digital citizenship and strategies for staying safe online.
Student Wellbeing
Echuca Primary School uses the School-Wide Positive Behaviour Framework, alongside The Resilience Project and Respectful Relationships, to foster a positive climate for learning in which students feel connected, supported and valued, and where positive relationships can flourish.
Student wellbeing and engagement are monitored through a range of data sources, including the Resilient Youth Survey, Kids Matter Survey and Student Attitudes to School Survey. These surveys provide valuable opportunities for student voice and inform the school's ongoing approach to student engagement, wellbeing and support.
A range of programs and initiatives further enhance student wellbeing and provide targeted support for students, staff and families. These include Hands on Learning, Drumbeat, Cooking Club and Lego Therapy, as well as access to an Occupational Therapist. Together, these initiatives provide opportunities for students to develop confidence, resilience, social skills and positive relationships while supporting their individual wellbeing needs.
Enrichment Opportunities
Echuca Primary School provides a wide range of special events and enrichment opportunities designed to complement the curriculum and create a positive, engaging and enjoyable school experience. These activities encourage students to explore their interests, develop new skills and participate actively in school life.
Sport is an important component of the school¿s educational program. All students are encouraged to participate, have a go and develop a positive attitude towards physical activity and teamwork. The school also supports students who demonstrate sporting excellence, providing opportunities to compete at zone, regional, state and national levels.
Through its strong focus on learning, wellbeing, inclusion, participation and community, Echuca Primary School strives to provide an environment in which every student can feel safe, connected and supported to achieve their potential.
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.
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.
The role of classroom teacher may include but is not limited to:
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.
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 [email protected]
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.
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.