Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Gippsland - Latrobe
Reference: 1501141
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.
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.
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.
Boolarra Primary School is located in the small township of Boolarra in the Latrobe Valley, Central Gippsland. It is situated in the foothills of the Strzelecki Ranges and is surrounded by farmland and bush. Boolarra takes its name from the Kurnai word meaning 'plenty'. We are incredibly fortunate to offer spacious treed school grounds for our students to play and learn within. The 2025 enrolment is 29 students, a Foundation -Two class and a Three-Six class. Education Support Staff work in both classrooms. In line with the Victorain Literacy strategy our school implements the Sounds Write Program. We offer a range of specialist subjects that include The Arts, Science, and Physical Education.
Our Intent:
To improve student learning outcomes in literacy and numeracy.
Improve student engagement and wellbeing.
Our Focus:
* Establish processes to build teaching knowledge and practice around the school¿s instructional model, practices and engagement norms.
* Build whole school approach to curriculum development and planning inclusive of the creation of annual and term scope and sequence charts, with a focus on Literacy.
* Review and rationalise the school assessment schedule to incorporate evidence-based assessment to inform teacher planning and provide differentiation in Literacy.
*Build whole school practices which enable the implementation of required adjustments and maximise cultural inclusion.
*Build teacher understanding and capacity to embed practices that enable student agency.
* Establish processes to build consistency of implementation of Berry St Education Model, incorporating Respectful Relationships and Zones of Regulation.
Our Values:
We have a strong commitment to our school motto which states, ¿Dedicated to Learning; Connected to the Community¿. Our core values encourage our learners to be inclusive and collaborate with others.
# Respect - Caring for, understanding, accepting, and appreciating ourselves, others and the environment.
# Engagement - To be open and interested in learning.
# Responsibility - Demonstrating ownership of our actions and words. Being accountable for our actions.
# Aspiration- Demonstrate a willingness to set high goals for ourselves, always do our best, show resilience and persist when faced with challenges.
As professionals we learn, reflect and plan through Professional Learning Communities. Our teachers have high expectations and build positive relationships through implementing strategies of the Berry Street Educational Model. Our students are encouraged to take ownership of their learning through goal setting, self-reflecting and self- assessing.