Ongoing Teacher @ New School, Warreen Primary

Ongoing Teacher @ New School, Warreen PrimaryJob posted: 07/12/2024
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1457684
Location ProfileOngoing 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.
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. 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 or all age groups and interests We will have a projected enrolment in 2025 of 560, 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 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 an excellence in educational experience for all. To find out more about Warreen Primary School please contact the Founding Principal, Joanna Stanford at warreen.ps @education.vic.gov.au or 73007100 to organise a tour Selection CriteriaSC1 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.
RoleThe 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-curricula activities.
ResponsibilitiesThe 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 ApplyTeachers 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 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.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace 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 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.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.
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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