Schools (Government)

Graduate Generalist and PE Teacher (TFI 233)

Job Description

 

Job Description

Location: Western Region | Stawell

Job type: Full time / From 28/01/2022 – 27/01/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1260944

Selection Criteria


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.


Role

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.


Responsibilities

Core responsibilities include:

  • Planning and implementing a range of teaching programs or courses of study
  • Teaching an area of the curriculum or a general curriculum to a year level
  • Monitoring, evaluating and reporting student progress in key learning areas
  • Implementing strategies to achieve targets related to student learning outcomes
  • Maintaining records of class attendance and recording student progress
  • Implementing effective student management consistent with the school charter.
  • Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

  • Supervising a range of student activities including support and welfare programs
  • Contributing to a range of co-curricular programs


Who May Apply

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.


EEO AND OHS Commitment

The Department of Education and Training 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.


Child Safe Standards

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx


DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx


Conditions of Employment

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:

  • The successful candidate must be a new employee to this school
  • A minimum commitment of 2 years employment in this position
  • The incentive is payable to the successful candidate who meets requirements for relocation as set out on https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses – teaching service’ policy available at https://www.education.vic.gov.au/hrweb/employcond/Pages/pexpTS.aspx

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


Program Benefits

This position attracts an incentive payment of $21,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

Additional relocation assistance may be available upon appointment to the position.

More information about Targeted Financial Incentives is available at https://www.education.vic.gov.au/about/careers/teacher/Pages/targeted-initiative-attract-more-teachers.aspx


VIT LANTITE

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.


Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.


Location Profile


Stawell Primary School
is a historically significant school, located centrally in the town of Stawell in the West Grampians Network. ‘502’ – as the school is known locally, has a current enrolment of 280, making it the largest primary school in Stawell, with students drawn from both the town and surrounding rural districts.

Stawell Primary School’s Vision and Values statement reflects the importance placed on developing both the academic progress and the emotional wellbeing of all students. The school’s mantra of 502-P.R.I.D.E. (Participation, Respect, Integrity, Determination and Excellence) sets important standards in terms of work effort, behaviour expectations and aspirations for all.

We aim to be: proud of ourselves, proud of our work, proud of our school and proud of our community.

Stawell Primary School has 29 staff members comprising of: 2 Principal Class, 19 teachers and 8 Education Support staff including- 6 student support and 2 Administration staff, a MHWB Co-ordinator and a canteen manager.

The school’s leadership profile consists of a Principal, Assistant Principal, Leading Teacher, Community of Practice Leaders (COP) for English, Maths and Wellbeing and three Professional Learning Team (PLT) Leaders.

 

The school’s grade structure consists of 13 classes, grouped into three teaching and professional learning units:


Prep–Year 2, Year 3–4 and Year 5–6
.

A comprehensive curriculum is delivered through a differentiated, goal-based model for teaching and learning, with an overlay of Michael Fullan’s Deep Learning approach to increase authentic learning opportunities.

Specialist teachers provide engaging programs in three subject areas- The Arts, PE and Chinese language.

Enrichment programs include swimming, extensive camps and excursions opportunities, sporting programs and a strong transition process involving local kindergartens (K-P), Stawell Secondary College (6-7) and the broader community.

Student leadership plays an important role within our school, enabling students to build their leadership capacity, whilst providing opportunities for student voice and agency. Our school has a strong link with the Secondary College, supporting opportunities for student-led programs by secondary students.

Students are encouraged to be engaged members of the Stawell community through active participation in community programs, fostering a ‘giving back’ approach.

Our school provides a range of extra programs to support student wellbeing developing resilience, social skills and self-confidence. The School-wide Positive Behaviour program – 502 PRIDE leads our approach to general wellbeing, supported by our participation in the Resilience Project.

We are a pilot school for DET’s Mental Health in Primary Schools (MHiPS) and a trial school for the Psychologists in Schools initiative.

The School Chaplain and associated programs such as Kids Hope Mentors, Breakfast Club and Uniform Shop, provide wellbeing support for students and their families.

The school actively encourages parent and community partnerships which support student learning and wellbeing. Parent helpers regularly assist in classrooms and with school events.

 

Striving to be the best you can be continues to be the goal for all members of our school community.

 

Job Summary

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Stawell Location
Full Time Job Type

Employer

Schools (Government)