Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Hume - Greater Shepparton
Reference: 1490399
Orrvale Primary School, with a current enrolment of 384 students, is located 5 km south-east of Shepparton, surrounded by local orchards. We enjoy the advantages of a larger primary school within a rural setting, where community involvement is highly valued.
We provide a broad range of specialist and extra-curricular programs including Physical Education, Health, Visual Arts, STEM, and Italian (LOTE). Our 18 classes are structured with straight Foundation classes and composite groupings across other year levels. A whole-school curriculum plan and year-level scope and sequence documents, aligned with the Victorian Curriculum, guide teaching across all learning areas. Our instructional approaches in Literacy and Numeracy are evidence-based, consistent across the school, and designed to ensure high levels of teacher clarity, student engagement, and academic growth. The timetable is structured to support Professional Learning Communities, providing regular time for collaboration, planning, and reflection.
High staff morale and strong community partnerships create a positive school atmosphere where students, staff, and families take pride in the school. Families are actively engaged in their child¿s learning, and regular collaboration between home and school is viewed as essential for student success.
Our staff are dedicated to improving student outcomes. Students are supported to identify and articulate the skills they need to progress to the next stage of their development in both English and Mathematics.
Orrvale places a strong emphasis on student engagement and wellbeing. A range of proactive programs¿including woodworking, DRUMBEAT, structured lunchtime activities, Art Play, Secret Agent Society, and Bike Mechanics¿are coordinated by the Wellbeing Leader.
Emotional Intelligence forms the foundation of our wellbeing and culture. Orrvale has become recognised as a leader in this area, embedding the RULER approach to develop students¿ emotional literacy. RULER promotes empathy, perspective-taking, and self-awareness, leading to more supportive, compassionate classrooms and improved academic achievement.
Our school community continues to grow in cultural diversity. Currently, 43 students speak English as an additional language, representing nine languages, with the largest groups from India and Turkey. We also proudly support 28 Aboriginal and Torres Strait Islander students and actively recognise and celebrate Indigenous cultures. Orrvale is strongly committed to inclusion, with 119 students supported through the NCCD. Carefully planned programs, delivered in a caring and inclusive environment, ensure that every child is supported to reach their full potential.
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.