Graduate Ongoing Teacher 2025, Warreen Primary School: New School, Truganina

GRADUATE Ongoing Teacher 2025, Warreen Primary School: New School, TruganinaJob posted: 25/09/2024
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1439669
Closes: 08/10/2024
Classification: Classroom Teacher
Job duration: From 28/01/2025
Contact: Joanna Stanford | 73007100
Location ProfileGraduate Ongoing Classroom Teacher - Warreen Primary School 2025 Believe, Belong, Become Respect, Excellence & Belonging Warreen Primary School is one of the newest schools in the Victorian Department of Education. 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. We are committed to supporting Graduate teachers to have a successful start to one of the most fulfilling professions. This includes additional NFT, reduced yard duty, a dedicated mentor and expert coaching on graduate identified areas of need. Please contact us for more information. Highlights about our school: Warreen Primary School opened 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. Our facilities include an administration and STEAM building, three learning neighbourhoods, and a community hub. Our outdoor play and recreational areas cater for all age groups and interests. We will have a projected enrolment in 2025 of 500, growing to 650-800 children in the next few years. Our staff opinion survey shows high trust, a great learning environment and supportive leadership. Our parent opinion shows 100% in many indicators such as school environment, dedicated staff and open communication. Our attitudes to school survey shows that 100% of students believe they have a trusted adult at school who advocates for them, and their teachers know how they learn, and support them to be their best. All surveys have high endorsement for trust, respect, belonging and excellence. 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. 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. 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, through explicit teaching and research-based instructional model and pedagogies. 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. We provide high level support for every teacher so they can be the very best teacher they can be and have a strong commitment to the school and our students. 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. Our school strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school. Our 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 excellence in educational experience for all. Selection CriteriaSC1 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.
RoleThe 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.
ResponsibilitiesCore responsibilities include:
Planning and implementing a range of teaching programs or courses of studyTeaching an area of the curriculum or a general curriculum to a year levelMonitoring, evaluating and reporting student progress in key learning areasImplementing strategies to achieve targets related to student learning outcomesMaintaining records of class attendance and recording student progressImplementing effective student management consistent with the school charter.Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolioAdditional responsibilities may include but are not limited to:
Supervising a range of student activities including support and welfare programsContributing to a range of co-curricular programsWho May ApplyTo 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, andnot be employed as a teacher by the department at the time the advertised position is to commenceApplicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS CommitmentApplicants 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.
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 StandardsVictorian 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 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:
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.aspxVIT LANTITETo 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.
To apply for this role, you will be redirected to the Schools (Government) job application system.

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