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:
- 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
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
- have completed their course requirements and graduated in the last 4 years, and
- not be employed as a teacher by the department at the time the advertised position is to commence
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
- 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
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:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Are you agile in your thinking, have a high work ethic, great sense of humour, love to work as part of a team and willing to learn? Are you driven by creating something new, leveraging the expertise you already have? We are looking for you!
Welcome to Garrang Wilam Primary School, an exciting new school that opened in 2021, located in Truganina. Garrang Wilam (pronounced: gar-rang wil-um) is taken from the Woi-wurrung language, as spoken by the Wurundjeri people, and means `eucalyptus home¿. Our logo means elders and students focused together, and encourages us to `dream big¿.
Vision
Our students excel in the vibrant, positive and connected community we create together.
Mission
We invite all students to come and learn, to belong and work collaboratively in their pursuit of learning. Our people are invested in deliberate practice to create a community that truly makes a difference. Our community will develop over time through shared experiences and an aligned focus on what matters; learning.
Values
A respect of all cultures and beliefs is an essential characteristic of global citizens, thus we live by a set of values that underpin this. We want our students, staff, parents and community members to show;
- Together
- Focus
- Strength
- Lead
The success of our outcomes is due to our collective approach to
- School Wide Positive Behaviour Support
- High expectations
- Clear instructional framework for teaching and learning
- Using evidence and research to make decisions
- High Inclusion Support
Our imperatives are
- Safety, people, culture
- Organisational capacity and capability
- Consistent teaching and learning framework
Our Metrics
- Student achievement, student voice and wellbeing outcomes
- Parent opinion and contribution
- Staff development and wellbeing
Teaching and Learning
The instructional framework at Garrang Wilam Primary School is informed by the Gradual Release of Responsibility (GRR) model.
The Pedagogical Model is
- aligned with the Victorian teaching and learning model 2.0
- focused on teacher practice as the main contributor to improved student learning outcomes
- improvement-focused to assist teachers with their professional learning, including designing their PD goals
- adaptive and can be modified to fit subject contexts
- implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO.
For more information please see our website http://garrangwilamps.vic.edu.au/
A focus on Digital Learning, The Arts (Visual and Music/Performing), and Physical Education will be integral to the additional learning provided for our students. Students have access to the latest technologies; including iPads.
Teams of teachers are given time to work and learn together focused on student data and high impact teaching strategies during weekly Professional Learning Community cycles of inquiry. The focus on professional knowledge and practice through feedback and goal setting during the performance and development process ensures all members of staff are continually growing and learning. We are seeking a combination of expert, accomplished and graduate teachers who will deliver a challenging and stimulating curriculum.
A positive nurturing environment which cares for each student and adult, matters. It impacts on our behaviour, our academic success and future mental and physical health. All community members of our school behave in ways that build a positive and vibrant school culture that focuses on wellness and learning. We use the School Wide Positive Behaviour Support framework to drive our approach to positive education.
Learning Spaces
The school includes an administration building, two learning neighbourhoods, portable spaces, a gymnasium complex, outdoor courts and sports fields. Inside the administration building houses a large library, first aid facilities, visual arts space, space for science/ technology and food technology space.
The gymnasium complex includes a stadium quality basketball/ netball sized gymnasium with tiered seating, an outstanding music facility which doubles as a stage for the gymnasium. There is also a canteen and change room facilities and an extensive foyer. These facilities are utilised for community usage including a shared arrangement with local sporting clubs and community groups to ensure sport can be accessed onsite after school.
The extensive outdoor spaces include hard courts, full sized grassed football oval, outdoor stage, nature play with a dry creek bed, agility playground and an extensive carpark.
We welcome you to come and join us to build an extraordinary educational experience for all.
To find out more about Garrang Wilam Primary School please contact the Principal, Carly Corr on 0409 439 795 or at [email protected]
