2025 Graduate Classroom Teacher @ Nearnung Ps

Job posted: 09/10/2024 Job type: Full time / From 28/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1441182 Location Profile Nearnung Primary School opened for the first time in January 2023, and we encourage interested staff to come and join us, as we continue to establish our wonderful new school! Our school is experiencing incredible success in relation to student learning and wellbeing, and we enjoy wonderfully positive community support.
Our staff are thriving, knowing they are supported to teach, to lead and to achieve! Embracing the values of connection, inclusion, endeavour and care, our teaching and learning team deliver programs that cater for each student's unique needs, ensuring learning is personalised and encouraging student agency.
Our disability inclusion focus is well developed, and our students are thriving! School Wide Positive Behaviour Support (SWPBS) features at our school, along with programs that support positive student wellbeing and our commitment to the delivery of high-quality curriculum.
Our students demonstrate exemplary behaviour and consistently work to achieve their very best.
Our school facilities are incredible and include: an administration building with a beautiful library, staff offices and amenities; two learning neighbourhood buildings with general purpose classrooms, and flexible and collaborative teaching spaces; a specialist learning neighbourhood building for subjects such as food technology and science; a community hub with a competition-grade gymnasium, canteen, music and drama space; two outdoor hardcourts and a sports field.
The school offers Outside School Hours Care for families of students who attend the school.
The successful applicant will value working and collaborating in teams, to deliver the very best academic and wellbeing outcomes for our students, staff and wider school community.
OUR VISION is the provision of a vibrant, inclusive school with purposeful community partnerships, providing personalised and relevant opportunities for all students to reach their potential and have a voice and choice in their learning and pathway.
OUR MISSION is to actively engage with the school community and share responsibility for empowering one another in the delivery of deliberate practices that maximise student engagement, achievement and wellbeing.
Information and communication technology is embedded within our program delivery, providing a voice, choice and/or solution to potential barriers faced by students.
We promote the principles of inclusive education and support personalised learning by embedding the Universal Design for Learning principles and practices in school curriculum planning.
We ensure teaching is targeted, consistent and specific, delivered within a tiered response model.
Our students are thriving! WE VALUE connection, inclusion, endeavour and care.
We make a deliberate choice to focus on positive learning and healthy relationships, respecting ourselves, our school and each other, and understand that our attitudes and actions have an impact on the people around us.
We celebrate and champion everyone to be their whole and most authentic selves.
We focus on our goals, give effort and celebrate success.
We model and demonstrate kindness and take every opportunity to help others.
All members of the school community are encouraged to be actively involved in the learning partnership to enable children to reach their potential at school and our school teams will contribute significantly to the quality of learning and the smooth operation of the school.
Selection Criteria - Graduates 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.
Program Benefits - Graduates This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
Role - Graduates 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 organisation of co-curricular activities.
Responsibilities - Graduates 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 - Graduates 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.
EEO AND OHS Commitment Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
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.
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.
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
The department'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.
A school tour for interested applicants is available by appointment.
Interested staff are asked to register by emailing Nathan Moore (Principal) Our Nearnung Primary School community is thriving – Come and join us! Conditions of Employment 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.
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 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 completed by the person.
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