Ongoing Graduate Teacher - Generalist - Orrvale Primary School

Location Profile

Orrvale Primary School, population 381, is situated amongst local orchards, 5 km south-east of Shepparton. We have all the benefits of a larger primary school, in a rural setting, in which community involvement is encouraged. We provide a wide range of specialist and extra-curricular programs including Physical Education, Health, Art, STEM, LOTE (Italian) and Cybersafety.  The recently constructed specialist building ensures students learn in a modern learning environment, but also acts as a community hub for Outside Hours School Care, Breakfast Club, parent meetings and education forums.

Currently there are 17 classes with Foundation having straight classes and composite classes throughout the rest of the school.   There is a whole school curriculum plan with Year level scope and sequence plans for all curriculum domains developed against the Victorian Curriculum. Whole school Numeracy and Literacy instructional models are aligned to the workshop model as part of DET¿s Literacy and Numeracy strategy.  The weekly timetable is structured so that teams within the school have the opportunity to work as part of Professional Learning Communities.

High morale within the community promotes a positive atmosphere, resulting in pride in the school and strong partnerships between staff, students and parents. Regular collaboration with families is encouraged and considered essential to ensure successful learning for every child.

Our staff are committed to improving student outcomes. We build the capacity of our teachers and empower our students, who play an active role in their own learning. Students are able to articulate the skills they need to develop in order to progress to the next stage of learning in both English and Mathematics.

Orrvale Primary School prides itself on the emphasis we place on student engagement and wellbeing. The wellbeing leader coordinates a range of proactive programs such as woodworking, drumbeat, structured lunchtime activities, Art Play, Secret Agent Society and Bike Mechanics.

The principles of Emotional Intelligence are the foundations of our social and emotional development program, and underpin the culture of the school. Orrvale has become a recognised leader in the implementation of Emotional Intelligence education within a primary school environment with the introduction of the RULER approach to developing emotional literacy. RULER encourages perspective-taking and empathy, investing students more fully in the health and well-being of their classmates and themselves.  RULER raises academic achievement and contributes to more supportive, productive, and compassionate classrooms.

While the school's Student Family Occupation and Education index has remained steady over the last few years and is currently at 0.42, the diversity of cultures within the school has increased. The school now has 27 students for whom English is an additional language, comprising of eight different languages, with the majority of these students originating from India and Turkey. The school currently has 32 indigenous students and has developed its focus on recognizing and celebrating Indigenous cultures.  The school is recognised for its integration of students with disabilities and every endeavour is made to ensure these students develop to their full potential by providing planned programs in a caring, supportive and inclusive atmosphere.

Program Benefits 

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment. 

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 organization of co-curricular 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 

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. 

Conditions of Employment 

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. 

The 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 is committing to a minimum of 1 year employment at this school 
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy 
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence 

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 

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. 

SC6 Demonstrated interest in working with students with Special needs. 

EEO AND OHS Commitment 

The Department of Education 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.  It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). 

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: [email protected] 

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: 

Child Safe Standards: Policy | education.vic.gov.au 

DET Values 

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at: 

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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 complete.