Teacher Graduate Recruitment Program Fixed Term


Reference: 1198291

Location Profile

PurposeTogether with our school community we aspire to develop confident, socially responsible, happy students who are connected to each other and their school. Through explicit and personalised teaching a comprehensive learning foundation is developed and built upon to promote passionate, curious learners who can apply their learning in creative and innovative ways within a safe environment. Values

Our school values reflect the beliefs we hold about how our students learn, how our school operates and how we relate to one another;

Respect: Considering others, their property and the environment

Responsibility: Being reliable, resourceful and owning your actions

Honesty and Integrity: Being fair and trustworthy

Commitment: Persisting, giving your best and bouncing back

Location and Environment – Highvale Primary School is located within the City of Monash in Glen Waverley in a leafy, park like setting. The school was established in 1969 and is an integral part of the local area. The school has a current enrolment of 310 students many of whom come from families who speak a language other than English, in particular Mandarin, enriching the cultural diversity of the school.

Highvale Primary has a shared vision and purpose, common language and shared, evidence based expectations of teaching for learning. Our culture is built upon our School Values and has a focus on continuous improvement. A supportive collegiate environment enhances student learning and teaching practice.

Our school’s guaranteed and viable curriculum includes a focus on English, Mathematics and STEAM informed by a whole school shared assessment process and methodology. Our specialist program includes German and Mandarin as our Languages, specialist Physical Education, specialist STEAM (Science, Technology & Engineering, Arts, Mathematics) program, Performing Art and our whole school Response to Individual needs (RTI) program. Student voice, inquiry and the use of technology to enhance engagement and learning are central to student learning and connectedness. Each teacher is required to actively participate in all meetings and work as an active member of their Professional Learning Team. Central to this is each teacher’s strong commitment to whole school professional learning including active participation in action research tasks through the explicit use of Timperley's inquiry model. Explicit norms and protocols exist to ensure clarity of purpose, roles, collective expectations and to support collaborative planning and work. Participation in the broader school program including lunchtime and extra-curricular enrichment programs such as sport, debating and choir and before or after school activities and community events is an expectation.

Our commitment to child safety and our school values of respect, responsibility, honesty and integrity, and commitment are an essential part of the school’s ethos and underpin our approach in all areas. Highvale Primary School complies with all Child Safe Standards as described in Ministerial Order 870. A copy of our Child Safe policy and Child Safe Code of Conduct can be found at http://www.highvaleps.vic.edu.au/school-policies . All staff members, volunteers and contractors are required to comply with the Ministerial Order 870, the Highvale Primary School ‘Child Safe’ policy and Code of Conduct. Applicants are advised that the selection process will involve a rigorous background check including a current Working with Children Check (WWCC) and / or VIT registration status.

As well, our school wide Positive Behavior for Learning (PBL) approach provides the framework to proactively develop and support student wellbeing across the school. Restorative practices, our cross age ‘Buddy’ program and a focus on student voice are central to this approach. Student voice includes regular feedback to teachers regarding the learning program by students. Parents are warmly welcomed into each classroom and actively support the daily learning program at all levels of the school. School resources such as the Highvale Sanctuary provide students with an opportunity to learn and care about the environment and engage in active learning.


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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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


Other Information

No job description available

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.