Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1505627
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.
Nar Nar Goon Primary School is in the rural town of Nar Nar Goon, east of the Melbourne fringe. It is five kilometres from Pakenham and surrounded by mostly farming activity. The school has been in operation since 1880, servicing the neighbourhood areas of Nar Nar Goon, Nar Nar Goon North, Tynong, Tynong North and Maryknoll. In 2010, the school had a complete rebuild and enjoys modern buildings and an engaging outdoor environment. Our current enrolment is 196 students.
All classrooms are well equipped and provide a positive environment for effective teaching and learning to take place. The school aims to provide a safe and nurturing environment that supports students to participate in class and school activities, and to develop as learners and as well-rounded people. The development of the students is viewed as a shared responsibility between home and school and parents are encouraged to play an active role in their children¿s learning and to participate in school activities.
Our staff profile includes a blend of experienced and graduate teachers as well as a team of Education Support staff that enable equity and access for all students. Continual improvement is both expected and embraced in all staff, and our PLC teams are expected to work collaboratively to plan, monitor and improve their effectiveness. Teams use an inquiry-based approach to ensure that student needs are met, growth is tracked, and every student makes progress in their academic, social and emotional development. Assessment and evaluation are formative, and we employ a responsive teaching approach to ensure continual and timely feedback is given.
School Guiding Principles
Nar Nar Goon¿s teaching and learning and wellbeing philosophies are focussed on the individual child developing a sense of connection and belonging, healthy self-esteem and the ability to take increasing responsibility for their learning, social and personal growth. The school aims to nurture this growth in a climate that is open and positive, where staff accept responsibility for all children and where there are clear expectations and consistent routines and practices. As a BSEM school, we prioritise building positive relationships and using evidence-informed strategies. Our teachers are well equipped to meet diverse learning needs, enhance student engagement and improve self-regulation. Our positive school culture supports the development of a sense of belonging, increases wellbeing, and improves academic achievement.
Vision Statement
At Nar Nar Goon Primary School, our strong sense of community and high expectations enable students, staff and families to thrive.
Values:
Our values are based on our desire to nurture an environment based on:
Our five school values are:
Excellence
All members of our school community are encouraged and supported to have the highest of expectations in themselves and to consistently strive for their personal best.
Respect
All members of our school community value integrity and a strong strength of character. We respond sensitively to the ideas, thoughts and needs of other people and their cultures. Differences are acknowledged, and we accept diversity and celebrate this in our community and in our dealings with others. We genuinely collaborate and work with others to achieve shared goals.
Responsibility
All members of our school community work hard to take ownership of their actions and behaviours. They complete tasks to the best of their ability. They take care of their environment and each other.
Honesty
All members of our school community carry out their responsibilities truthfully and with integrity. We always share ideas openly in a climate of trust and, work towards upholding clear moral and ethical codes in all situations.
Persistence
All members of our school community approach tasks willingly and with a determination to succeed. At all times, we are required to be resilient and keep going, despite any difficulties or challenges that present.
Curriculum
Nar Nar Goon provides a range of curriculum programs and experiences that support each child to develop their learning skills, attitudes and habits. Numeracy and Literacy competencies are developed through agreed instructional models outlined in the Nar Nar Goon Primary School Education Framework to which all staff are expected to adhere. There is an expectation that all students are successful learners and adaptation is
Specialist Subjects include: Art, Physical Education, AUSLAN, Music and STEM.
Nar Nar Goon Primary School¿s Strategic Plan (2022-2026) identifies the following for strategic improvement: