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The Warracknabeal Primary School is located in the South Western education region of Victoria, on the banks of the Yarriambiack Creek, 330 kilometres north-west of Melbourne. It is the largest primary school within the township of Warracknabeal with a 2023 enrolment of 126 students. Warracknabeal is a small service town of approximately 2400 people. It has an aging population, inexpensive housing and access to doctors, dentist, hospital, chemist and essential services.
The school this year has moved into brand-new facilities on its current site, with 6 state-of-the-art classrooms and shared Art, Stadium gymnasium and Library with the Secondary College which relocated from their previous site. This will give the school the face that matches its heart.
The schools SFOE index (Student Family Occupation Education) is 0·5156. The school's socio-economic band value is: High. In 2022, the school has 3 FTE Aboriginal students, and 4 students were part of the Out of Home Care program.
The 2023 school staffing profile comprises of 1 Principal; 1 Learning Specialist; 5 full-time Classroom Teachers; 5 part-time teachers; 9 part-time Education Support staff; 2 Wellbeing Support staff and 1 Business Manager. The school operates with 6 composite class groups this year.
Our school motto is `Learning for Life, nurturing creativity and curiosity'. This is underpinned through our implementation of Walker Learning pedagogy play-based inquiry curriculum in the Early Years and educational research projects in the Senior Years. The school is embedding Berry Street Education Model pedagogy to provide the foundation for supporting student behaviour, classroom management and our student's wellbeing. This underpins our school expectations of `Be Safe, `Be Respectful', `Be Kind' and `Be Ready to Learn'.
The school mandates that 10 hours of English and 5 hours of Mathematics instruction must be provide each week. All students participate in the specialist programs, LOTE (Japanese), The Arts, Health/PE, and Digital Technologies. The Reading Intervention through `Sounds Write' targets students who are achieving at below the expected level and are not demonstrating satisfactory achievement growth in reading and writing. Students with complex learning, social and emotional needs are also supported through in-class intervention and being provisioned with individualised learning programs. We have a Tutoring program targeted at Numeracy, guided by the philosophies of the Big Ideas in Numeracy and the Common Misunderstandings in Mathematics.
The Parent Satisfaction Summary, which indicates the percent of positive responses from parents who participated in the Parent Opinion Survey, continues to be very positive. In the category of General Satisfaction 94% of responses from our schools parents were positive compared with the State median of 88%.
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.
A possible special payment of up to $9,000.00 may be available
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.
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
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:
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:
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.
- Job type:Graduate Jobs
- Work rights:Australian Citizen, Australian Permanent Resident,...
- Locations:Horsham, Regional Victoria
- POSITION START DATE
Jan 2024 (approx)
- Closing Date:6th Dec 2023, 12:59 pm