Ongoing Graduate Teacher - Generalist Primary - Eltham East Primary School

Location Profile

Dear applicants,

Who we are?

The school is often referred to as the `purple and gold school due to the distinctive student uniform. As a school we have a very respectful and collaborative professional learning culture where high academic achievement sits in a sea of character development. Whilst we have important school values, we also strive to live up to the `Be Brave, Be Your Best Self and Be Kind mantra.

School vision

Eltham East Primary School is committed to providing a safe, nurturing and respectful environment which supports and inspires our children to be actively involved in their learning, to grow in self-awareness, resilience and social responsibility and to contribute in a positive way to the world around them.

School context

EEPS is situated in the heart of Eltham, which is located 22km from Melbourne.  It is a modern, well-resourced school nestled in a treed and sloping site. To ensure all 640 students have a high-quality education a staff of over 50 works collaboratively towards achieving our school's vision. We have 40 equivalent full-time staff: a newly appointed Principal, 2 Assistant Principals, 40 teachers and Education Support staff working with our students. EEPS is about our students; their learning, their welfare and their potential.

Curriculum focus

Eltham East Primary School is a high-performing school. By implementing a range of innovative approaches as well as proven teaching practices we strive to continuously improve our provision of the very best learning environment for each child.

Our curriculum emphasis is on literacy and numeracy and embraces rich and engaging programs in the arts, science, humanities, health, physical education, music and Japanese.

Each classroom is equipped with an interactive whiteboard, desktop/notebook computers and access to i-Pads.

With our motto of Learning and Growing Together and strong value system underpinning our behaviour, the school and the community form an interdependent partnership.

The treed and sloping site provides plenty of playing area for students.  A building/refurbishment program has seen new classrooms, administration building, resource areas and OSHC facilities.

The school has five key values that are widely recognised, used daily and displayed throughout the school. These are;

Enjoyment: thinking positively, choosing to act in a safe and friendly way, to have fun and not spoil others' fun.

Teamwork: is demonstrated when team members share the work, include everyone, contribute, take turns and act patiently.

Respect: means to be considerate and caring towards yourself, others and the environment.

Resilience: means being able to bounce back and recover quickly from everyday difficulties and challenges, thinking optimistically and being able to build positive relationships and social emotional skills.

Learning: is demonstrated by trying hard and doing your best. Students use their time productively and set goals for future progress.

Sitting alongside our values are the EEPS 'Learning to Learn' dispositions;

* I am organised and use my time wisely.

* I am a creative, inquisitive and critical thinker.

* I persist with my learning even when it's difficult.

* I am confident to try new things and I am comfortable making mistakes.

* I always want to improve as a learner.

We are proud of our motto of Learning and Growing Together, which applies to all of us and is something that we embody in our teaching and leadership approach.

More information can be found on our website- elthameastps.vic.edu.au or by ringing the school office on 9439 9793.

I wish you all the best with your application.

Yours sincerely,

Warren Lloyd

Principal

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. 

Other Information

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.