Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Hume - Mitchell
Reference: 1549974
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
lease ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
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.
Puckapunyal Primary School is located within the Puckapunyal Military Area, 10 km west of Seymour in Central Victoria. Our current enrolment is 170 students. The school is easily accessible and within walking distance of all homes on the Base. A balance of innovative and traditional curriculum programs is provided in a caring, well-disciplined environment, using the many excellent established school facilities and community resources.
Puckapunyal Primary School is a unique school in Australia. Children of Defence Force Personnel, stationed within the Puckapunyal Military Area, comprise approximately 65% of our enrolment, and annually up to 50% of the children transfer interstate and overseas. The new arrivals come from a diverse range of educational backgrounds (each State and Territory of Australia, UK, Canada, U.S.A., New Zealand, and Malaysia).
Our school aims to minimise the impact this high level of mobility has on student achievement and wellbeing.
Having lost 80% of our school during a fire in early December 2020, we have recently rebuilt a state of the art main school building. We have large classrooms that have been architectually designed to foster a calm teaching and learning environment.
Despite our challenges, we have continued to embed a strong learning culture within our school where high expectations are the norm and academic success is valued and celebrated. Staff deliver a stimulating and differentiated learning program backed by evidenced based learning programs. Students are active participants in their learning, are explicitly taught metacognitive strategies and supported to set and strive for personalised learning goals.
In addition to building academic skills, we emphasise the importance of nurturing the whole individual and deliver a comprehensive wellbeing support program underpinned by our school values. We focus on developing student voice and agency as well as fostering the social and emotional intelligence of all our students. We provide authentic leadership opportunities to our students and are significantly involved in our local community such as through Commemorative services: eg Dawn Service, Shrine of Remembrance observances, Remembrance Day.
Physical education is a major focus and we are proud of the diverse sporting opportunities we provide to our students. Triathlons, Swimming, Cross Country, Basketball, Bike Rides, etc.
A Specialist Visual art program is delivered weekly, and students also participate in weekly LOTE (Indonesian) lessons.
Collaboration is at the heart of everything we do. Teachers work in close partnership with colleagues, with team planning common practice across the school. Weekly Professional Learning Communities are facilitated, which allow staff to share and build professional skills and knowledge, through a collaborative inquiry approach.