Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Melbourne - Eastern suburbs
Reference: 1502989
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 capacity to meet individual student need through a Multi-Tiered System of Support approach consistent with an explicit SWPBS and RTI model of teaching and learning.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
We are looking for a highly capable Graduate Teacher to join the team at Kilsyth PS.
Kilsyth Primary School is located in a quiet residential area of the outer eastern suburbs of Melbourne. Established in 1910, the school site incorporates modern classrooms, playgrounds and a sports oval with manicured gardens, a frog bog and native bushland zones. There is easy access to public transport, and Elizabeth Bridge Reserve, Churinga Shopping Centre and Kilsyth Sports Centre are all within easy walking distance.
The school's population reflects the characteristics of the local Kilsyth community. Parents and teachers work in an educational partnership to support each child's learning needs. Parent involvement in the many aspects of school life is highly valued, both in the classroom and through our working bees and fundraising activities, and demonstrates a strong feeling of connectedness. This sense has community grew beyond the school boundaries with the establishment of our connections program.
Our current enrolment of 112 students makes up seven grades 2025. Our Foundation students are taught as a single year level; all other classes operate in multi-age level groups.
The school buildings promote collaboration between students across class groups. Our main building contains our Senior School zone, Middle school (Years 3&4), Visual Arts room and Library. Our senior school (Years 5&6) classes are held in the recently built P21 Learning Neighbourhood, affectionately known as the BERBs. All classrooms have operable walls and the flexibility of these learning spaces allow excellent opportunities for students to develop the collaborative skills essential in the world of today.
Over recent years, there has been a clear focus on building positive relationships amongst all groups within the school community. We are currently implementing a School Wide Positive Behaviour Support (SWPBS) approach. We draw on Tier 1 interventions in our planning and delivering the classroom. Underpinning this approach are our school values of EXCELLENCE, RESILIENCE and RESPECT.
We specifically focus on providing high quality curriculum programs with a clear commitment to student achievement in English and Mathematics and all areas of the Victorian Curriculum. Our specialist program includes Physical Education, Science, Visual Arts. We use a Levelled Literacy Intervention approach across the school. Our sporting teams, whole school production and Wakakirri performances are flagship activities in our extra-curricular program.
The structured approach of our programs supports the explicit teaching of ICT skills. The provision of Interactive Whiteboards and Apple TVs in every learning space supports the use of cloud-based learning tools in the classroom. A mix of desktop and mobile devices (including netbooks, notebooks and iPads) throughout the school ensure ready access to ICT tools and the opportunities they provide.
Our students are active members of our school community. We have an energetic Student Representative Council, student leadership groups, environmental action groups and student-led lunchtime clubs and activities. An Outside School Hours Care program, operated by TheirCare, is located on the school site.
The school has a clearly articulated Instructional Model and SWPBS approach. Copies of documents that outline these are available upon request. Applicants are encouraged to contact the school to arrange for a copy to be emailed.