Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1499394
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 knowledge and understanding of evidence-based practices aligned to the Victorian Teaching and Learning Model 2.0.
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.
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
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Ormond Primary School, established in 1891, is dedicated to fostering a nurturing and dynamic environment where every child is encouraged, challenged, and engaged in their learning journey. As a vibrant learning community, the school strives to instill a lifelong love of learning in every student, helping them to acquire valuable knowledge and skills for the future.
Located in the heart of Ormond, in the South East Victorian Region, Ormond Primary School is home to 324 students. The school is set amidst beautifully landscaped grounds and well-maintained facilities. Its facilities were further enhanced through the Building Education Revolution Program, culminating in a striking double-story building in 2010 that connects the original 1927 building, hall, and the 2000 building. The upgrade included the addition of a contemporary library, a dedicated performing arts area, and four flexible classrooms on the upper level. In the last few years, classrooms have been thoughtfully refurbished to include spacious breakout areas, a fully functional lift, and a state-of-the-art STEAM center, which seamlessly links to the Visual Arts room and opens to our outdoor garden beds and seating area.
The school has a leadership team that is comprised of the principal and assistant principal. A distributive leadership model is adopted with the School Improvement Team including a learning specialist and team leaders who further supports a skilled and diverse staff. Additionally, a dedicated team of educational support staff, such as a part-time business manager, a full-time office assistant, and a team of integration aides, contribute to the success of our students and further build our connected community. Our specialist programs include Performing Arts, Visual Arts, STEAM, and Health and Physical Education.
At Ormond Primary School, we are passionate about evidence-based teaching practices, cognitive science and enacting the Victorian Teaching and Learning Model 2.0. We are proud of our adoption and implementation of systematic synthetic phonics utlising PhOrMeS and embedding of novel studies. We are a strong connected team and through a whole school Professional Learning Community we place strong emphasis on learning together in all areas of the curriculum including wellbeing. We are starting our journey towards adopting a SWPBS School framework and want to ensure our whole community is supported and connected.
We are a smaller school with a big heart and high aspirations.