Vermont Primary School strives to ensure that all students are able to achieve their full potential by offering rich programs and engaging learning opportunities that deliver high quality learning. Integrated units based on Inquiry Learning methodologies are meticulously planned, implemented and systematically reviewed. Individualised Learning Improvement Plan strategies are utilised throughout all levels of the school in order to deliver personalised and differentiated learning for all students. The school promotes student engagement and stimulated learning. Strategic and best practice methods are constantly refined to target and improve Literacy and Numeracy student achievement. All learning environments are installed with current technology, which allows students to experience exciting, hands-on student centred learning. Information and Communication Technology programs are enhanced by iPads and laptops, catering for all year levels, student interests and talents. Special support services include: English as a Second Language, English Support and Specialist Mathematics programs. Instrumental music lessons are available for groups or individuals and the school offers a large school orchestra, choir and bands. An extensive range of extra-curricular activities are also provided. Restorative Practices are used at all levels of the school and student voice is encouraged and valued through such forums as Junior School Council. We aim to provide a caring environment where every student will leave the school with a high sense of self confidence and appreciation that learning is lifelong process. Special facilities include: an Olympic-size basketball stadium where school assemblies and school performances are presented and Physical Education lessons take place. Separate teaching areas for specialists present a well-resourced school enhanced by computers and iPads in every classroom. The school offers extensive learning activities, in the curriculum areas of Health and Physical Education, Information Communications Technology, Music, Performing and Visual Arts and Indonesian, all of which enrich and extend classroom learning. Vermont Primary School fosters and promotes a strong learning community culture where energy, enthusiasm, team spirit and effective partnerships exist between parents, students, staff, the Vermont Primary School Council and other community networks. The school has a commitment to providing a creative, nurturing and challenging 21st century learning environment in which all students will thrive.
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.
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.
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.
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
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
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.