Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1488671
Gaayip-Yagila Primary School is located in the Merrifield Estate, Mickleham and is a dynamic and thriving education setting dedicated to providing high-quality education. Our school is recognised for its inclusive and supportive learning environment, where academic excellence is fostered alongside personal growth and wellbeing.
Our purpose-built, state-of-the-art educational facility is designed to meet the needs of modern learners. The campus features flexible, and adaptive learning spaces, as well as specialist facilities for Auslan, food technology, library, science, and visual arts. The Sports and Arts Centre boasts a full-size competition court and performing arts space, providing outstanding opportunities for student learning and engagement.
Our recent capital works program was completed, delivering 12 additional classrooms and specialist learning areas. The school now has a permanent capacity for 850 students, with relocatable classrooms currently supporting enrolments beyond this.
TEACHING AND LEARNING
At Gaayip-Yagila Primary School, our teaching and learning model is grounded in explicit instruction, supported by the Victorian Teaching and Learning Model (VTLM 2.0) and high-impact teaching strategies. We deliver a structured, evidence-based approach that ensures clarity, consistency, and strong student engagement.
In Mathematics, we have embedded explicit teaching to strengthen student learning outcomes, while in Reading, we implement Little Learners Love Literacy (LLLL) in the early years and build comprehension and critical thinking skills in Years 3¿6.
Our school is achieving strong academic growth, with six learning areas now at or above state level. Attitudes to School Survey (AtoSS) data also reflects high levels of student engagement, safety, and connectedness.
We are proud of our diverse community, including a high proportion of EAL learners, and we work closely with families to ensure every student feels safe, valued, and successful. Inclusive programs, including our Koorie group, celebrate culture and strengthen community connections.
VISON
Gaayip-Yagila Primary School's commitment to excellence will empower students to become connected, engaged and collaborative learners. Students will participate in high quality teaching throughout every lesson, taking an active role in identifying their learning needs and co-constructing experiences aimed at their point of need. They will thrive academically, socially and emotionally and value diversity through showing respect for self, others and the community (locally and globally).
SCHOOL EXPECTATIONS
At Gaayip-Yagila Primary School we have four key focuses:
We strive for excellence
We exhibit personal, team and school pride, believe in ourselves and others and always do our personal best
We collaborate
We share ideas, listen with open minds and work together to help each other succeed
We are respectful
We value and celebrate diversity and respect the safety and learning of everyone in our community
We are kind
We are kind to ourselves, others and the environment
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated experience in implementing explicit instruction aligned with VTLM 2.0, with a focus on clear, scaffolded teaching to support engagement and skill development, particularly for EAL learners and students requiring additional support.
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.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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 [email protected]
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
When submitting your application please ensure you upload it as one document (preferably PDF) that includes your cover letter (optional), response to selection criteria (SC) and resume/CV. Please ensure your response to each SC is no more than one page per criteria. Please save this file with your first and last name at the beginning of the file name you choose email [email protected] or call (03) 9216 3200
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.