Ongoing Graduate Teacher - Generalist - Warreen Primary School

Location Profile

Graduate Classroom Teacher - Warreen Primary School 

Respect, Excellence & Belonging

Opening Term 1, 2024 - Years F- 6

Warreen Primary School is one of the newest schools in the Victorian Department of Education. We are based in Truganina, just off the Western Ring Road. We provide an amazing opportunity to build a school culture from the ground up with an experienced and passionate leadership team and dedicated school community. 

Warreen Primary School requires exceptional and passionate teachers, who are innovative, flexible, and confident in their ability to build the capacity of all members of the school community in order for the students to achieve their individual best learning and wellbeing outcomes. Our new school presents a unique experience in being part of creating a culture of educational excellence which will serve the young people of the Truganina community.

We welcome Graduate teachers as a vital part of building our school culture, and provide a number of ways to support our graduates in their first years of teaching to thoroughly enjoy and be committed to this wonderful profession. This will include a designated Mentor, a comprehensive induction program, ongoing VIT Support and additional time provided each week.

About the School:

Warreen Primary School will open in January 2024. It is a co-educational school that will form part of a wider Truganina North Learning Precinct, which is situated with a secondary school and kindergarten on the same site. 

When the school opens in 2024 it will include an administration and STEAM building, three learning neighbourhoods, and a community hub. Our environmentally sustainable campuses will include outdoor play and recreational areas for all age groups and interests

We will have a projected enrolment in 2024 of 200, growing to 650 children in the next few years.

Believe, Belong, Become

Vision

We strive for excellence to be the best we can be. We believe in ourselves and each other. We are proud members of our school and of our community. 

Mission

We have a respectful and supportive positive climate for learning, where every member has a strong connection and advocate. We embrace all aspects of learning to achieve academic, social and emotional wellbeing and excellence 

Values

We strive to be the very best we can be through the values of excellence, respect and  belonging to our school community.

Excellence

We are brave, curious and persistent, aiming to be the very best we can be in all aspects of learning, through individual and community action. 

Respect

We are kind and respect ourselves, our school and each other. We show pride and kindness in all that we do at school.

Belonging

We care and show responsibility for our community of learners, we value our diversity, and are proud of our school.

School Expectations:

At Warreen Primary School, the expectation is that all teachers are committed to collaborating in a multidisciplinary way while working in a professional learning community.  

All teachers are expected to develop and/or demonstrate a deep understanding of the School's pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian curriculum. Along with the expectation that all students will achieve their best individual outcomes, we believe in developing every child in academic, social and emotional learning.  It is an expectation and requirement that all teachers will embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching of all students' behaviour expectations and routines. All staff will work in partnerships with parents and families to provide ongoing feedback about student learning growth and wellbeing.

From the foundation year, the School will make a commitment to building the literacy and numeracy skills of all students.

Teaching and Learning
The School will have a continuing focus on establishing a strong Professional Learning community culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.

Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school.

In 2024, our year levels will be predominantly foundation, with multiple grades at this level, and single grades through to year 6. Our Specialist Programs will be based on STEAM, Health and PE, and Social Emotional Learning. We are exempt from teaching LOTE in our first year.

Our learning community will develop over time through shared experiences and an aligned focus on what matters; learning. We welcome you to come and join us to build an extraordinary educational experience for all.  `

To find out more about Warreen Primary School please contact the Founding Principal, Joanna Stanford on 0409169532 or at [email protected] .  You can also follow our Facebook that has important information about our school. 

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.