Classroom Teacher

About 14 hours ago, from the Department of Education & Training Victoria
Wurruk Primary School is a small rural school located on the western entrance to Sale, close to the Princes Highway in Gippsland, overlooking the Thomson River.
The school opened in 1883 and in the year 2020, it proudly opened an early-learning space onsite providing three-year-old and four-year-old Kindergarten.

The School and Kindergarten together are building stronger foundations and closing the gap for our children and their families, enabling access to affordable, high-quality learning environments in our local community of Wurruk.
Partnering and openly collaborating with other services to drive positive change for the benefit of all children and their families.

We currently have 58 children enrolled in our educational setting.
We run a Kindergarten program and provide three Primary School classrooms: Junior, Middle, and Senior.
Staff members include a Principal, three full-time Classroom Teachers, one part-time Wellbeing/Tutor Officer, one Early Childhood Teacher, supported by a Business Manager, an Early Years assistant, and two Education Support staff.

The school sees its core purpose as providing a sound grounding in Literacy, Numeracy, STEAM, and Thinking Skills, which will allow students to develop to their maximum potential through secondary education and beyond.
The organisation of classes is a multi-age structure that encourages and enhances individual achievement and social development.
Wurruk Primary School is committed to maximizing the educational opportunities for all students with a strong commitment to staff professional development, playing a vital role in achieving this.

Parents are very supportive, and there is a healthy sense of community, all of which contribute to the advantages and unique qualities of small rural school life.

The School Council is continually working towards improvements in the school facilities, grounds, and curriculum provision to provide the best learning outcomes possible for each student.

Wurruk Primary School is a committed member of the Sale Rural Schools Cluster, enabling us to participate in a community of learners, reducing our small rural communities' isolation.
We are also a proud member of the Wellington Schools network, which brings together schools across the Wellington Shire.

We provide a welcoming, family-friendly environment for our diverse community.

Mission
Wurruk Primary School's mission is to provide a safe, engaging, community-centred learning environment that harnesses the growth and potential of every student.

"Big Enough for Opportunity, Small Enough to Care."

Vision
Wurruk Primary School's vision aims to promote a love of learning and support learners in becoming curious, reflective, and critical thinkers in a rapidly changing world.

Objective
Wurruk Primary School's objectives are to:
Foster tolerance, respect, and acceptance of others.
Build each student's resilience and self-esteem.
Promote a strong, supportive partnership between home, school, and the wider community.
Acquire literacy, numeracy, creativity, and communication skills.
Values
Wurruk Primary School has developed a set of School Values: FROGS: Friendship, Resilience, Opportunities, Growth, Safety, which we focus on weekly in our assembly and Respectful Relationship program.
Daily, we refer to our values in context to encourage common understandings and foster an inclusive and positive environment.

Selection Criteria

SC1: Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.
Demonstrated experience in responding to student learning needs.
SC2: Demonstrated experience in planning for and implementing high-impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3: Demonstrated experience in monitoring and assessing student learning.
Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4: Demonstrated interpersonal and communication skills.
Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues, and the broader school community to support student learning, agency, wellbeing, and engagement.
SC5: Demonstrated behaviours and attitudes consistent with Department values.
Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role

The classroom teacher classification comprises two salary ranges: range 1 and range 2.
The primary focus of the classroom teacher is on the planning, preparation, and teaching of programs to achieve specific student outcomes.
The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience, his or her contribution to the school program beyond the classroom increases.
All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training, and experience of the teacher.


Classroom teacher Range 2

Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high-quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
Have the content knowledge and pedagogical practice to meet the diverse needs of all students.
Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity.
Provide expert advice about the content, processes, and strategies that will shape individual and school professional learning.
Supervise and train one or more student teachers.
Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1

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

The role of classroom teacher may include but is not limited to:
Direct teaching of groups of students and individual students; Contributing to the development, implementation, and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching-related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties.
Who May Apply

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

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.
It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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:
DE Values

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.
Information on the department values is available at:
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 will 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 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 completed by the person.

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