Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1494055
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.
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
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.
Eligibility for incentive payments:
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
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.
Broadmeadows Valley Primary School (BVPS) originated in 2010 from the merger of four schools. It is located in the City of Hume, in the northern suburbs of Melbourne. The school is situated in the educational precinct of Broadmeadows, sharing a site with Hume Central Secondary College Yr 7-9 Dimboola Road Campus, Broadmeadows Valley Gowrie Early Learning and Care Centre, Broadmeadows Special Development School and the Collinwood English Language School. A new purpose-built school provides flexible learning spaces, kitchen, multi-purpose hall, digital studio and visual arts room. The school has expansive playgrounds and sporting facilities, Including a climbing tower and new multi-faceted playground equipment station. Our school comprises 3 separate Learning Neighbourhoods housing students in Foundation-2, Gr 3-4 and Gr 5-6. All learning spaces have direct access to outdoor learning areas, including ¿welcome garden¿ housing large outdoor musical instruments.
Broadmeadows Valley Primary School is a positive, inclusive learning community that cares for the learning needs of the entire community. BVPS embraces evidence-based approaches to education and teachers work collaboratively to develop their practice in neighbourhood professional learning communities that are dedicated to achieving optimal learning results for all our children. We believe that when teachers work together in effective teams and utalise rigorous processes for establishing, building and reflecting on exemplary practice and content knowledge, student learning and well-being will improve.
BVPS is dedicated to developing young people ready with future learning and life-skills, through a strong focus on Literacy, Numeracy and Social and Emotional learning. We offer specialist programs in Spanish through art, Physical Education, Digital Technologies, Music and Play-based learning. We are committed to developing the whole-child, ensuring academic, emotional, social, cultural and creative growth. BVPS provides class sets of ipads and laptops for students to develop technological capabilities.
BVPS provides a safe and secure learning environment that embraces the teaching and learning of our values. The values that guide our teaching and learning programs are embodied by the following characters:
Matilda: Leadership; Natia: Student-centred Learning; Djinda: Achievement; Gus and Gert: Teamwork; Rafid: Community; Pablo: Creativity; Ava: student voice and agency.
These characters are highly visible in the learning spaces and grounds and within the language of the students and teachers when discussing learning behaviours. Our students are recognised for demonstrating these values. Our strong commitment to the Berry Street Education Model informs and guides our practice. We are also guided by the principles of the Resilience, Rights and Respectful Relationships program. A dedicated wellbeing team supports the implementation of these programs.