Ongoing Graduate Teacher - Generalist Primary P-6 - St Andrews Primary School

Location Profile

St Andrews Primary School is a vibrant part of the town where our students are keen to come to school to learn and to be a part of something special. Our small size and location make us a unique place for young people to start their educational journey. We are a small school of 38 students on the outskirts of Melbourne, in the township of St Andrews. We take pride in being a school that focuses on the whole child. Our school community's purpose is driven by our school values: Caring, Responsible and Courageous. Our mission is to create an environment that will provide students with the knowledge, skills and passion they need to be caring, responsible and courageous learners who will positively contribute to their community. Utilising the School-wide Positive Behaviour (SWPBS) framework, supports the wellbeing and development of the whole child in a positive and engaged approach.

Some of our key characteristics: 

• Child-centred learning - focus on the whole student as an individual
• Supportive and aspirational
• Real learning as the basis of teaching
• Inclusive and accepting
• Community driven
• Welcoming and friendly atmosphere
• Arts integration: Performing and Visual Arts, Band and Instrumental Music program

In addition to our diverse learning programs, our students have spacious grounds to play and learn in. We have a full size football oval, tennis and basketball courts, two fantastic playgrounds and a sand and water play area for students to play in. One of our most favoured play areas is cubby land, an area where students work together to build cubbies in our bush setting. 

As a small staff, we are proud to work closely with one another, prioritising our non face to face teaching time, to ensure that we work together to increase our skills as a group. We run 5 week teaching and learning cycles to review our programs, utilising student data, to create a shared vision of the direction for each student's individual learning needs. Having close links with other schools in the area, we have built strong collegiate relationships that allow us to undertake professional learning and peer observations that develop our skills beyond our own setting. Small schools allow for unique opportunities for teachers to develop their individual strengths and interests. Surrounded by a uniquely creative community, we pride ourselves on delivering a curriculum that we are passionate about teaching that also enriches the connections and relationships within our wider community. 

Our approach to learning

With a focus on explicit and responsive instruction in the areas of Literacy and Numeracy, we work closely as a teaching team to plan, reflect and deliver the curriculum in a manner that best caters for each learner. Our staff engage in quality planning to prepare for high quality instruction. With a small staff, we work closely to prepare together and work within a network of schools to enable us to achieve our desired outcomes. We plan a knowledge-rich curriculum, which means that we can articulate with clarity the specific content to be taught across all levels and learning areas.

Situated within a creative, engaged community, we pride ourselves on delivering learning opportunities that allow our students to develop their passions and follow their personal areas of wonder. Our teachers are committed to creating opportunities for students to participate in a rich extracurricular program involving; STEM, music, performing arts, visual arts, in-school and interschool sport, instrumental band, Japanese, digital learning, leadership opportunities and community engagement activities.

Please Note: While we have advertised this as a full-time position commencing October 16th, we are open to discussing altered start dates and part time work fraction this year, before commencing full time work in 2024.

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

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.