Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Grampians
Reference: 1482671
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and 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 high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
The role of classroom teacher may include but is not limited to:
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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
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.
Vision
Halls Gap Primary School¿s vision is to create an environment whereby our students can reach their full potential; intellectually, creatively, physically, and socially.
Mission
Halls Gap Primary School¿s mission is to engage, motivate, and equip all students with the capacity to manage themselves, their relationships with others, to understand and act effectively in the world, and to prepare students with the skills to strive for success in education, work, and life.
Values
Excellence - strive to be the best that we can be.
Compassion - give care and consideration towards others.
Resilience - show strength of character and a positive outlook.
Our values of Excellence, Resilience and Compassion are explicitly taught, communicated, and embedded throughout our teaching and learning programs.
Halls Gap Primary School boasts an idyllic natural bushland environment. It is nestled at the foot of the picturesque Grampians National Park (Gariwerd), traditional lands of the Jardwadjali and Djab Wurrung people, and is immersed in a range of flora and fauna, including its resident kangaroos. The school is located parallel to the main tourist and shopping precinct of Halls Gap, 27km from the larger township of Stawell, and 253km north-west of Melbourne.
Student enrolment numbers at the beginning of 202 were at 30. The school serves the small local community, with many of the school families involved in tourism, hospitality, Shire Council and Parks Victoria. The population of the school is often transient with approximately 27% of the student enrolments commencing their schooling elsewhere. There is no identified trend in enrolment and the numbers can fluctuate significantly from year to year and throughout. In 2025, student numbers and budget enabled the configuration of two composite classes - P/1/2 and 3/4/5/6. The staffing profile was a principal, 1 full time teachers, 2 part time teachers, 1 Specialist teacher, a full-time Education Support Officer, part time Education Support Officer and a part time Business Manager.
The administration area, principal¿s office, withdrawal room, staffroom, amenities, two large open classrooms and general-purpose area are configured within the main building. We have a shed/gymnasium which is used as a diverse learning area. The shed has been used by community groups throughout the year for playgroup and art workshops. Further adjustments and refurbishments are planned to create greater versatility. Our extensive natural bush setting encompasses large open spaces for play and activities, two playgrounds, cubby, sandpit, oval, cricket net, picnic tables and have connection/access to the Botanic Gardens and National Park.
Halls Gap Primary School is a member of the Grampians Small Schools Cluster. The Cluster schools enjoy shared cultural activities, sporting days, teams and learning opportunities, camps, transition, staff collaboration and networking opportunities.
Our main goal at Halls Gap Primary is to ensure that all students reach and extend their potential. In addition to the academic programs, the students experiences are enhanced by the provision of opportunities to develop or participate in; leadership roles, the buddy program, multi age groupings, investigative/inquiry based learning, tutoring program, technology skills through the integration of BYOD computers, school laptops or iPads, Junior School Council, swimming (survival and competition), athletics and cross country carnivals, golf and other sporting programs, extensive transition activities, camps, and the annual End of Year Presentation/Concert.